Professor Niamh Stack

External Collaborator (School of Psychology & Neuroscience)

R434 Level 4, 58 Hillhead Street, Glasgow G12 8QB

Publications

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Jump to: 2022 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2009 | 2008 | 2006 | 2005 | 2002 | 2001

Number of items: 36.

2022

McAleer, Phil ORCID: https://orcid.org/0000-0002-4523-2097, Stack, Niamh, Woods, Heather, DeBruine, Lisa Marie ORCID: https://orcid.org/0000-0002-7523-5539, Paterson, Helena ORCID: https://orcid.org/0000-0001-7715-5973, Nordmann, Emily ORCID: https://orcid.org/0000-0002-0806-1081, Kuepper-Tetzel, Carolina E. ORCID: https://orcid.org/0000-0003-0830-7915 and Barr, Dale J. ORCID: https://orcid.org/0000-0002-1121-4608 (2022) Embedding data skills in research methods education: preparing students for reproducible research. PsyArXiv, (doi: 10.31234/osf.io/hq68s)

2020

Oh, Hyerim, Sutherland, Margaret ORCID: https://orcid.org/0000-0002-8407-0254, Stack, Niamh, del Mar Badia Martín, Maria, Blumen, Sheyla, Nguyen, Quoc Anh-Thu, Wormald, Catherine, Maakrun, Julie and Ziegler, Albert (2020) Adolescents’ social perceptions of academically high performing students: a country and gender comparative study. Compare: A Journal of Comparative and International Education, 50(6), pp. 809-826. (doi: 10.1080/03057925.2018.1561246)

2019

Oh, Hyerim, Sutherland, Margaret ORCID: https://orcid.org/0000-0002-8407-0254, Stack, Niamh, Martín, Mar Badia, Blumen, Sheyla, Nguyen, Quoc Anh-Thu, Wormald, Catherine, Maakrun, Julie and Ziegler, Albert (2019) Adolescent perception of potential high-performing classmates: a cross-national exploration. Roeper Review, 41(2), pp. 88-101. (doi: 10.1080/02783193.2019.1585398)

Piacentini, Teresa ORCID: https://orcid.org/0000-0002-9180-7752, O'Donnell, Catherine ORCID: https://orcid.org/0000-0002-5368-3779, Phipps, Alison ORCID: https://orcid.org/0000-0001-5958-1207, Jackson, Ima and Stack, Niamh (2019) Moving beyond the ‘language problem’: developing an understanding of the intersections of health, language and immigration status in interpreter-mediated health encounters. Language and Intercultural Communication, 9(3), pp. 256-271. (doi: 10.1080/14708477.2018.1486409)

2018

Sutherland, Margaret ORCID: https://orcid.org/0000-0002-8407-0254 and Stack, Niamh (2018) Building knowledge bridges: synthesising early years and gifted education research and practice to provide an optimal start for young gifted children. In: Wallace, B., Sisk, D.A. and Senior, J. (eds.) The SAGE Handbook of Gifted and Talented Education. SAGE Publications Ltd.. ISBN 9781526431158

Sutherland, Margaret ORCID: https://orcid.org/0000-0002-8407-0254 and Stack, Niamh (2018) Creating challenge in the classroom. In: Carroll, Mike and McCulloch, Margaret (eds.) Understanding Teaching and Learning in Primary Education. Second Edition. SAGE Publications Ltd: London, pp. 170-185. ISBN 9781526421173

McAleer, Philip ORCID: https://orcid.org/0000-0002-4523-2097, Stack, Niamh, Cleland Woods, Heather ORCID: https://orcid.org/0000-0003-3382-5925 and Paterson, Helena ORCID: https://orcid.org/0000-0001-7715-5973 (2018) Using Open Access Peer-Reviews and Pre-Printed Submissions to Improve Students’ Comprehension of Academic Writing. 11th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 28-29 Mar 2018. (Unpublished)

2017

Sutherland, M. ORCID: https://orcid.org/0000-0002-8407-0254, Head, G., McCulloch, M. and Stack, N. (2017) Scotland. In: Wehmeyer, Michael L. and Patton, James R. (eds.) The Praeger International Handbook of Special Education. Praeger. ISBN 9781440831133

Stack, Niamh, Swingler, Maxine, Cutts, Emily, Moore, Derick and McRae, Hayley (2017) Into the Woods: Building Cross-Disciplinary Opportunities for Undergraduate Dissertation Students to Conduct Research in Applied Community Settings. 10th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 30 Mar 2017.

Sutherland, Margaret ORCID: https://orcid.org/0000-0002-8407-0254, Smith, Thomas Aneurin, Tungaraza, Frida and Stack, Niamh (2017) Navigating the shifting terrain between policy and practice for gifted learners in Tanzania. In: Sumida, Manabu and Taber, Keith S. (eds.) Policy and Practice in Science Education for the Gifted: Approaches from Diverse National Contexts. Series: Routledge research in achievement and gifted education. Routledge. ISBN 9780415737418

2016

Oh, Hyerim, Badia-Martín, Maria del Mar, Blumen, Sheyla, Maakrun, Julie, Nguyena, Quoc An-Thu, Stack, Niamh, Sutherland, Margaret ORCID: https://orcid.org/0000-0002-8407-0254, Wormald, Catherine and Ziegler, Albert (2016) Motivational orientations of high-achieving students as mediators of a positive perception of a high-achieving classmate: results from a cross-national study. Anales de Psicología, 32(3), pp. 695-701. (doi: 10.6018/analesps.32.3.259451)

Stack, N., Sutherland, M. ORCID: https://orcid.org/0000-0002-8407-0254, Smith, T.A. and Tungaraza, F. (2016) Creating a space and place for diverse learners in multifarious contexts. In: Taber, K.S. and Sumida, M. (eds.) International Perspectives on Science Education for the Gifted: Key Issues and Challenges. Series: Routledge research in achievement and gifted education (1). Routledge: London. ISBN 9780415737401

2015

Bohan, Jason, Walsh, Sarah, Paterson, Helena ORCID: https://orcid.org/0000-0001-7715-5973, Paterson, Helena ORCID: https://orcid.org/0000-0001-7715-5973 and Stack, Niamh (2015) Who Uses Online Educational Resources and Do They Help Students Learn? 8th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 14 Apr 2015.

Oh, Hyerim, Sutherland, Margaret ORCID: https://orcid.org/0000-0002-8407-0254, Stack, Niamh, Badia, Maria, Blumen, Sheyla, Nguyen Quoc, Anh-Thu, Wormald, Catherine, Maakrun, Julie and Ziegler, Albert (2015) A cross-cultural study of possible iatrogenic effects of gifted education programs: tenth grader’s perceptions of academically high-performing classmates. High Ability Studies, 26(1), pp. 152-166. (doi: 10.1080/13598139.2015.1044080)

2014

Boyle, Felicity and Stack, Niamh (2014) An explorative study into the possible benefits of using humor in creative tasks with a class of primary five pupils. HUMOR: International Journal of Humor Research, 27(2), pp. 287-306. (doi: 10.1515/humor-2014-0029)

Bohan, Jason and Stack, Niamh (2014) Do weekly on-line homework assignments promote student engagement and enhance learning in first year psychology students? Psychology of Education Review, 38(2),

Bohan, Jason and Stack, Niamh (2014) Do weekly online assignments promote student engagement and enhance learning in first-year psychology students? Psychology of Education Review, 38(2),

Oh, H. et al. (2014) A cross-national comparison of school students’ perceptions regarding high performing peers. Turkish Journal of Giftedness and Education, 4(1), pp. 10-23.

Stack, Niamh and Sutherland, Margaret ORCID: https://orcid.org/0000-0002-8407-0254 (2014) Seeing beyond statistics: examining the potential for disjuncture between legislation, policy and practice in meeting the needs of highly able Scottish student. Psihološka obzorja, 23, pp. 145-154.

Sutherland, Margaret ORCID: https://orcid.org/0000-0002-8407-0254 and Stack, Niamh (2014) Ability as an additional support need: Scotland’s inclusive approach to gifted education. Center for Educational Policy Studies Journal, 4(3), pp. 73-87.

Sutherland, Margaret ORCID: https://orcid.org/0000-0002-8407-0254 and Stack, Niamh (2014) Creating challenge in the classroom. In: Carroll, Mike and McCulloch, Margaret (eds.) Understanding Teaching and Learning in Primary Education. SAGE: London. ISBN 9781446254820

2013

Bohan, Jason, Draper, Stephen ORCID: https://orcid.org/0000-0002-9564-9317 and Stack, Niamh (2013) Differentiation and Diversity: Addressing Educational Diversity in First Year Courses. In: International Conference on Enhancement and Innovation in Higher Education, Glasgow, UK, 9-11 Jun 2015, (Unpublished)

Bohan, Jason, Carter, Claire, Gough, Ashleigh and Stack, Niamh (2013) Does Blended Learning Work? Using Weekly On-Line Homework Assignments to Promote Student Engagements and Learning in Level 1 Students. In: 6th Annual University of Glasgow Learning and Teaching Conference, Glasgow, UK, 19 Apr 2013,

Sutton, Louise and Stack, Niamh (2013) Hearing quiet voices: biological children's experiences of fostering. British Journal of Social Work, 43(3), pp. 596-612. (doi: 10.1093/bjsw/bcr186)

Stack, Niamh (2013) Making a case for early intervention: the role of developmental neuroscience. In: Wasserman, Leslie Haley and Zambo, Debby (eds.) Early Childhood and Neuroscience - Links to Development and Learning. Series: Educating the young child, 7. Springer Netherlands: Dordrecht, pp. 157-170. ISBN 9789400766716 (doi: 10.1007/978-94-007-6671-6_10)

Tungaraza, Frida, Sutherland, M. ORCID: https://orcid.org/0000-0002-8407-0254 and Stack, N. (2013) Universal education or open education opportunities for all? Compare: A Journal of Comparative and International Education, 43(6), pp. 822-824. (doi: 10.1080/03057925.2013.850285)

2012

Bailey, R., Pearce, G., Smith, C., Sutherland, M. ORCID: https://orcid.org/0000-0002-8407-0254, Stack, N., Winstanley, C. and Dickenson, M. (2012) Improving the educational achievement of gifted and talented students: a systematic review. Talent Development and Excellence, 4(1), pp. 33-48.

2011

Stack, N. and Sutherland, M. ORCID: https://orcid.org/0000-0002-8407-0254 (2011) Gifted and Talented Pupils. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage Publications: London. ISBN 9781849201285

2009

Sutherland, M. ORCID: https://orcid.org/0000-0002-8407-0254 and Stack, N. (2009) High Ability in the Early Years. Project Report. Scottish Network for Able Pupils, Glasgow, UK.

Sutherland, M. ORCID: https://orcid.org/0000-0002-8407-0254, Stack, N. and Smith, C. (2009) Guidance for addressing the needs of highly able pupils. Manual. Scottish Network for Able Pupils, Glasgow, UK.

2008

Bailey, R., Pearce, G., Winstanley, C., Sutherland, M. ORCID: https://orcid.org/0000-0002-8407-0254, Smith, C., Stack, N. and Dickenson, M. (2008) A systematic review of interventions aimed at improving the educational achievement of pupils identified as gifted and talented. Project Report. EPPI-Centre, London, UK.

2006

Hobbs, S., Stack, N., McKechnie, J. and Smillie, L. (2006) Talking about work: School students views on their paid employment. Children and Society, 10, pp. 123-135. (doi: 10.1111/j.1099-0860.2006.00030.x)

2005

McKechnie, J., Stack, N. and Hobbs, S. (2005) Part-time employment of Scottish school students : towards evidence based policies. Scottish Educational Review, 37(2), pp. 116-126.

2002

Stack, N. and McKechnie, J. (2002) Working children. In: Goldson, B., Lavalette, M. and McKechnie, J. (eds.) Children, welfare and the state. Sage Publications, pp. 163-183. ISBN 0761972323

2001

Stack, N., McKechnie, J. and Hobbs, S. (2001) Developmental significance of part-time employment for Irish adolescents. Irish Journal of Psychology, 22(1), pp. 39-54.

Stack, N., McKechnie, J. and Hobbs, S. (2001) Work by secondary school students in Scotland. International Journal of Educational Policy, Research and Practice, 2, pp. 287-305.

This list was generated on Sun Jun 15 14:16:40 2025 BST.

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