● Paul Downes

Paul Downes

Hauptinformation

Irisch

Zugehörigkeit

Educational Disadvantage Centre, Institute of Education, Dublin City University

Bildungsstufe

FBBE
Schulische Bildung
Berufliche Bildung
Hochschulbildung
Nicht-formales und informelles Lernen
Erwachsenenbildung

Geografischer Anwendungsbereich Expertise

Politische themen

Zugang zu hochwertiger Bildung für alle
Bildungsinhalte und Lehrpläne, Entwicklung von Schlüsselqualifikationen
Inklusion und Nicht-Diskriminierung von Gruppen, die bei der allgemeinen und beruflichen Bildung benachteiligt sind
Schulabbruch, Teilnahme an allgemeiner und beruflicher Bildung
Beteiligung von Eltern und anderen Akteuren, ganzheitliche Schulstrategien
Kontrolle von Chancengleichheit und Qualität in der allgemeinen und beruflichen Bildung
Aus- und Weiterbildung der Arbeitskräfte im Bildungswesen
Fachübergreifendes Arbeiten

Ausgewählte publikationen

Downes, P. & Cefai, C. (2019). “Strategic Clarity on Different Prevention Levels of School Bullying and Violence: Rethinking Peer Defenders and Selected Prevention”. Journal of School Violence.
Downes, P. (2019). Reconstructing agency in developmental and educational psychology: Inclusive Systems as Concentric Space. New York/London/New Delhi: Routledge
Downes, P. (2019). “Transition as a displacement from more fundamental system concerns: Distinguishing four different meanings of transition in education“. Educational Philosophy and Theory.
Downes, P. (2018). “Postscript – The Emotional-Relational Turn for Early School Leaving Prevention: Building on The Neglected Shadow for Inclusive Systems in and around Schools”. International Journal of Emotional Education, 10.
Downes, P., Anderson, J., Nairz-Wirth E. (2018). Editorial Conclusion: Developing conceptual understandings of transitions and policy implications. Special Issue, European Journal of Education, 53.
Downes, P. (2018). “An Emerging Paradigm of Structural Indicators to Examine System Supports for Children’s and Adolescents’ Education and Wellbeing”. Child Indicators Research, 11.
Cefai, C., Bartolo P. A., Cavioni. V., Downes, P. (2018). Strengthening Social and Emotional Education as a core curricular area across the EU: A review of the international evidence. NESET, Luxembourg: Publications Office of the European Union.
Downes, P., Nairz-Wirth, E., Rusinaite, V. (2017). Structural Indicators for Developing Inclusive Systems in and around Schools in Europe. NESET, Luxembourg: Publications Office of the European Union/EU bookshop.
Downes, P. and Cefai, C. (2016). ‚How to Prevent and Tackle Bullying and School Violence: Evidence and Practices for Strategies for Inclusive and Safe Schools‘, NESET II report, Luxembourg: Publications Office of the European Union, 2016. doi: 10.2766/0799
Downes, P. (2014) Access to Education in Europe: A Framework and Agenda for System Change. Dordrecht: Springer, Luxembourg: Publications Office of the European Union/EU bookshop.
Edwards, A. & Downes, P. (2013). Alliances for Inclusion: Developing Cross-sector Synergies and Inter-Professional Collaboration in and around Education. Foreword by Jan Truszczynski, Director-General of the European Commission’s Directorate General for Education and Culture. NESET report, Brussels: European Commission, DG Education and Culture
Downes, P. (2012) The Primordial Dance: Diametric and Concentric Spaces in the Unconscious World. Oxford/Bern: Peter Lang.
Downes, P. (2011). Multi/Interdisciplinary Teams for Early School Leaving Prevention: Developing a European Strategy Informed by International Evidence and Research. Report for European Commission, NESET , Directorate General, Education and Culture: Brussels
Downes, P. (2011). Community Based Lifelong Learning Centres: Developing a European Strategy Informed by International Evidence and Research. Report for European Commission, NESET, Directorate General, Education and Culture: Brussels.