| Evolving grounded theory and social justice inquiry K Charmaz, R Thornberg, E Keane Sage Publications, 2018 | 380 | 2018 |
| Reflective teaching in higher education P Ashwin, D Boud, S Calkins, K Coate, F Hallett, G Light, K Luckett, ... Bloomsbury Academic, 2020 | 296 | 2020 |
| Distancing to self‐protect: the perpetuation of inequality in higher education through socio‐relational dis/engagement E Keane British Journal of Sociology of Education 32 (3), 449-466, 2011 | 99 | 2011 |
| Reconceptualising relatedness in education in ‘Distanced’Times C Murray, M Heinz, I Munday, E Keane, N Flynn, C Connolly, T Hall, ... European Journal of Teacher Education 43 (4), 488-502, 2020 | 96 | 2020 |
| Obtaining student feedback on teaching & course quality E Keane, IM Labhrainn Brie ing paper 2, 1-19, 2005 | 96 | 2005 |
| Diversity in initial teacher education in Ireland: the socio-demographic backgrounds of postgraduate post-primary entrants in 2013 and 2014 E Keane, M Heinz Irish Educational Studies, 2015 | 85 | 2015 |
| Dependence-deconstruction: widening participation and traditional-entry students transitioning from school to higher education in Ireland E Keane Teaching in Higher Education 16 (6), 707-718, 2011 | 70 | 2011 |
| Considering the practical implementation of constructivist grounded theory in a study of widening participation in Irish higher education E Keane International Journal of Social Research Methodology 18 (4), 415-431, 2015 | 65 | 2015 |
| Socio-demographic composition of primary initial teacher education entrants in Ireland M Heinz, E Keane Irish Educational Studies 37 (4), 523-543, 2018 | 64 | 2018 |
| Excavating an injustice?: nationality/ies, ethnicity/ies and experiences with diversity of initial teacher education applicants and entrants in Ireland in 2014 E Keane, M Heinz European Journal of Teacher Education 39 (4), 507-527, 2016 | 63 | 2016 |
| ‘Schooling at home’in Ireland during COVID-19’: Parents’ and students’ perspectives on overall impact, continuity of interest, and impact on learning N Flynn, E Keane, E Davitt, V McCauley, M Heinz, G Mac Ruairc Irish Educational Studies 40 (2), 217-226, 2021 | 56 | 2021 |
| Differential prioritising: Orientations to higher education and widening participation E Keane International Journal of Educational Research 53, 150-159, 2012 | 45 | 2012 |
| ‘Frictional’relationships… tension in the camp: focusing on the relational in under-represented students’ experiences in higher education E Keane Irish Educational Studies 28 (1), 85-102, 2009 | 44 | 2009 |
| ‘Education comes second to surviving’: parental perspectives on their child/ren’s early school leaving in an area challenged by marginalisation G Doyle, E Keane Irish Educational Studies 38 (1), 71-88, 2019 | 41 | 2019 |
| Career motivations of student teachers in the Republic of Ireland: continuity and change during educational reform and'Boom to Bust'economic times M Heinz, E Keane, C Foley Global perspectives on teacher motivation, 2017 | 41 | 2017 |
| Fit (ness) to teach?: disability and initial Teacher education in the republic of Ireland E Keane, M Heinz, P Eaton International Journal of Inclusive Education 22 (8), 819-838, 2018 | 36 | 2018 |
| ‘I will do it but religion is a very personal thing’: Teacher education applicants’ attitudes towards teaching religion in Ireland M Heinz, K Davison, E Keane European Journal of Teacher Education 41 (2), 232-245, 2018 | 35 | 2018 |
| Gender in initial teacher education: entry patterns, intersectionality and a dialectic rationale for diverse masculinities in schooling M Heinz, E Keane, K Davison European Journal of Teacher Education 46 (1), 134-153, 2023 | 32 | 2023 |
| 'Working-class' student teachers: Not being encouraged at school and impact on motivation to become a teacher E Keane, M Heinz, A Lynch Education Research and Perspectives 45, 71-97, 2018 | 26 | 2018 |
| Sexualities of initial teacher education applicants in the Republic of Ireland: Addressing the hidden dimension of diversity in teaching M Heinz, E Keane, K Davison Journal of Education for Teaching 43 (1), 99-116, 2017 | 25 | 2017 |
Manuela HeinzNational University of Ireland GalwayVerified email at nuigalway.ie
