Lesson observation, professional conversation and teacher inductionde Paor, Cathal · Irish Educational Studies · 2018

The contribution of professional accreditation to quality assurance in higher educationde Paor, Cathal · Quality in Higher Education · 2016

Teachers' CPD and sectoral interests: Opportunities for convergence and divergenceMurphy, Timothy R.N.; de Paor, Cathal · Teaching and Teacher Education · 2017

Supporting change in VET: teachers’ professional development and ECVET learner mobilityde Paor, Cathal · Empirical Research in Vocational Education and Training · 2018

Teachers’ views on research as a model of CPD: implications for policyde Paor, Cathal; Murphy, Timothy R. N. · European Journal of Teacher Education · 2017

The impact of school-based continuing professional development: views of teachers and support professionalsde Paor, Cathal · Irish Educational Studies · 2016

Discursive positioning of beginning teachers’ professional learning during induction: a critical literature review from 2004 to 2014Simmie, Geraldine Mooney; de Paor, Cathal; Liston, Jennifer; O’Shea, John · Asia-Pacific Journal of Teacher Education · 2017

Research engagement for school developmentBrown, Emma · Professional Development in Education · 2013

Conducting research in educational contextsAlexandrou, Alex · Professional Development in Education · 2011

School leadership (2nd edn)Alexandrou, Alex · Professional Development in Education · 2009

The international state of professional developmentSwaffield, Sue · Professional Development in Education · 2009

Improving primary mathematics teaching and learningWallis, Rachel · Professional Development in Education · 2014

From school improvement to sustained capacityHunter, Jodie · Professional Development in Education · 2012

Education and powerSmith, Rob · Professional Development in Education · 2013

Leading by learning, learning by leadingCollinson, Vivienne · Professional Development in Education · 2012