Paul Downes
Irlandais
Affiliation
Educational Disadvantage Centre, Institute of Education, Dublin City University
Niveau d’études
- EAJE
- Enseignement scolaire
- EFP
- Enseignement supérieur
- Apprentissage non formel et informel
- Enseignement pour adultes
Champ d'application géographique de l'expertise
Thèmes politiques
- Accès à un enseignement de qualité pour tous
- Contenu des programmes d’enseignement et de formation, développement de compétences clés
- Groupes vulnérables dans l’enseignement et la formation, pour garantir inclusion et non-discrimination
- Décrochage scolaire, participation à l’enseignement et à la formation
- Implication des parents et des parties prenantes, approche scolaire dans son ensemble
- Suivi pour l’équité et la qualité dans l’enseignement et la formation
- Enseignement et formation de la main-d’œuvre professionnelle
- Travail interdisciplinaire
Sélection de publications
- 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.