Taylor, C.A., Gannon, S., Adams, G., Donaghue, H., Hannam-Swain, S., Harris-Evans, J., ... Moore, P. (2019). Grim tales: Meetings, matterings and moments of silencing and frustration in everyday academic life. International Journal of Educational Research, 99, 101513. http://doi.org/10.1016/j.ijer.2019.101513

Gannon, S., Taylor, C., Adams, G., Donaghue, H., Hannan-Swain, S., Harris-Evans, J., ... Moore, P. (2019). ‘Working on a rocky shore’: Micro-moments of positive affect in academic work. Emotion, space and society. http://doi.org/10.1016/j.emospa.2019.04.002

Donaghue, H. (2019). ‘Time to construct positive identities’: Display questions in post observation teacher feedback. Classroom discourse. http://doi.org/10.1080/19463014.2019.1581626

Donaghue, H. (2018). Relational work and identity negotiation in critical post observation teacher feedback. Journal of Pragmatics, 135 (Oct 18), 101-116. http://doi.org/10.1016/j.pragma.2018.08.002

Donaghue, H., & Oxholm, A. (2017). Engaging student teachers in reflection through micro teaching and interaction. The European Journal of Applied Linguistics and TEFL, 6 (2), 145-164. http://theeuropeanjournal.eu/

Donaghue, H. (2017). Experiences of second language teacher education. JOURNAL OF EDUCATION FOR TEACHING, 43 (2), 265-267. http://doi.org/10.1080/02607476.2017.1282749

Donaghue, H., & Dolci, I. (2013). Professional teaching portfolios. Perspectives, 21 (2), 13-17.

Donaghue, H., & Thompson, J. (2012). A reading model for foundation year students at a tertiary institution in the United Arab Emirates. Research Notes, (49), 40-45.

Donaghue, H. (2003). An instrument to elicit teachers’ beliefs and assumptions. English Language Teaching Journal, 57 (4), 344-351.

Donaghue, H., & Bates, P. (n.d.). Synchronous computer-mediated communication as a peer observation tool. English Language Teaching Journal.

Book chapters

Copland, F., & Donaghue, H. (2019). Post observation feedback. In The Routledge Handbook of English Language Teacher Education. (pp. 402-416).

Donaghue, H. (2017). Co-constructing positive identities in post-observation feedback talk. In Cardenas, M.L., & Basurto Santos, N.M. (Eds.) Investigación - research - recherche: En lenguas extranjeras y lingüística aplicada. (pp. 33-56). Bogota, Colombia: Universidad Nacional de Colombia & Universidad Veracruzana

Donaghue, H. (2015). Changing practice and enabling development: the impact of technology on teaching and language teacher education in UAE federal institutions. In Farrell, T.S.C. (Ed.) International perspectives on language teacher education: innovations from the field. (pp. 142-159). Basingstoke: Palgrave Macmillan

Donaghue, H. (2014). Differences between supervisors' espoused feedback styles and their discourse in post observation meetings. In Howard, A., & Donaghue, H. (Eds.) Teacher Evaluation in Second Language Education. (pp. 117-134). London: Bloomsbury Academic

Donaghue, H. (2014). Differences between supervisors' espoused feedback styles and their discourse in post observation meetings. In Howard, A., & Donaghue, H. (Eds.) Teacher Evaluation in Second Language Education. (pp. 117-134). London: Bloomsbury Academic

Donaghue, H., & Thompson, J. (2014). Talking about reading: Students’ perspectives. In Emery, H., & Moore, N. (Eds.) Teaching, Learning and Researching Reading in EFL. TESOL Arabia

Donaghue, H., Lange, M., & Scott, R. (2013). Reflecting on Mobile Learning: A Community of Practice Approach. In Dowling, S., Donaghue, H., Gunn, C., Hayhoe, S., & Raven, J. (Eds.) eLearning in Action: “Redefining Learning”. HCT Press

Donaghue, H., Lange, M., & Scott, R. (2013). Reflecting on Mobile Learning: A Community of Practice Approach. In Dowling, S., Donaghue, H., Gunn, C., Hayhoe, S., & Raven, J. (Eds.) eLearning in Action: “Redefining Learning”. HCT Press

Donaghue, H., Gitsaki, C., & Wang, P. (2012). Using a community of practice for teacher professional development in the UAE. In Boufoy-Bastick, B. (Ed.) International Handbook of Cultures of Professional Development for Teachers: Comparative International Issues in Collaboration, Reflection, Management and Policy.

Books

Donaghue, H., & Copland, F. (2021). Analysing discourses in teacher observation feedback conferences. Routledge.

Howard, A., & Donaghue, H. (Eds.). (2014). Teacher evaluation in second language education. London: Bloomsbury Academic.

Howard, A., & Donaghue, H. (Eds.). (2014). Teacher evaluation in second language education. London: Bloomsbury Academic.

Donaghue, H., & Howard, A. (Eds.). (2013). Participant Voices: Observation in Educational Settings. HCT Press.

Donaghue, H., & Potten, H. (2000). Clockwise Upper Intermediate Teacher’s Resource Pack. Oxford University Press.

Donaghue, H., & Potten, H. (2000). Clockwise Pre-Intermediate Teacher’s Resource Pack. Oxford University Press.

Presentations

Donaghue, H., & Adams, G. (2021). Developing doctoral researcher identities through tutorial talk. Presented at: 7th International Conference on Professional and Practice-Based Doctorates, Online, 2021

Donaghue, H., Copland, F., Farr, F., & Kobayashi, E. (2020). Analysing post observation feedback talk: Dialogism, identity, corpus, and socialization. Symposium. Presented at: TESOL annual convention, Denver, Colorado, USA

Donaghue, H., Copland, F., Farr, F., & Kobayashi, E. (2020). Post observation feedback talk: Affordances of different theoretical lenses and analytical approaches. Colloquium presentation. Presented at: American Association for Applied Linguistics Conference, Denver, Colorado, USA

Donaghue, H. (2019). Face in post observation feedback. Keynote. Presented at: Super-size your CELTA conference, University of Central Lancashire, UK

Donaghue, H., & Taylor, L. (2018). Using post-test think aloud interviews to investigate student reading skills and reading test validity. Presented at: The English UK North Academic Conference, The University of Sheffield, UK

Donaghue, H. (2018). Negotiating identities: relational work in critical post observation feedback. Presented at: The international and interdisciplinary conference on Applied Linguistics and Professional Practice (ALAPP), University of Cardiff, UK

Donaghue, H. (2018). Negotiating identities: relational work in critical post observation feedback. Presented at: British Association for Applied Linguistics (BAAL) Annual Conference, University of York, UK

Donaghue, H., & Oxholm, A. (2018). Help or hindrance: a critical examination of trainer talk. Presented at: 52nd Annual IATEFL Conference, Brighton, UK

Donaghue, H., & Taylor, L. (2017). Evaluating a pre-sessional reading test using stimulated recall interviews. Presented at: IATEFL Testing, Evaluation and Assessment SIG: Building Practical Assessment Skills for Teachers, University of Bedfordshire, Luton, UK

Donaghue, H. (2017). Post observation feedback: The influence of identity and face. Invited talk. Presented at: Surrey Learning Lunches Seminars, Department of Higher Education, University of Surrey

Donaghue, H. (2017). Teachers challenging supervisors' powerful identities during post observation feedback. Presented at: AILA 2017 World Congress, Rio de Janeiro, Brazil

Donaghue, H., & Oxholm, A. (2017). Introducing novice teachers to reflection through authenticated microteaching and discussion. Presented at: 51st Annual IATEFL Conference, Glasgow, UK

Donaghue, H., & Taylor, L. (2017). Evaluating a pre-sessional reading test using stimulated recall interviews. Presented at: BALEAP PIM: Evaluating the effectiveness of EAP, University of Edinburgh, UK

Donaghue, H. (2016). Identity in post observation feedback. Keynote. Presented at: Octavo Coloquio International sobre Investigacion en Lenguas Extranjeras, Universidad Nacional de Colombia, Bogota, Colombia

Donaghue, H. (2015). Post observation feedback: The influence of identity and face. Presented at: BAAL Annual Conference, Aston University, Birmingham, UK

Donaghue, H. (2015). Developing an online master's course: Promoting participation, reflection and dialogue. Presented at: IATEFL conference, Manchester, UK

Donaghue, H. (2014). How supervisors and teachers co-construct and negotiate face threat through interaction in post observation meetings. Presented at: AILA, World Congress, Brisbane, Australia

Donaghue, H., Howard, A., Copland, F., & Kurtoglu-Hooton, N. (2014). ELT supervisors' espoused feedback style and talk in post observation meetings. Featured symposium: Observation and Feedback: Practice, Talk and Reflection. Presented at: AILA World Congress, Brisbane, Australia

Donaghue, H. (2014). Using verbal reporting to find out how students read. Presented at: 48th Annual International IATEFL Conference, Harrogate, UK

Donaghue, H. (2013). The co-construction of face and identity in post-observation feedback meetings. Keynote. Presented at: Current Trends in Teacher Education International Conference, British University in Dubai, UAE

Donaghue, H. (2013). The co-construction of face and identity in post-observation feedback meetings: Keynote Paper.

Donaghue, H., Lange, M., & Scott, R. (2013). A Community of Practice Approach to iPad training. Presented at: Current Trends in Teacher Education International Conference, British University in Dubai, Dubai, UAE

Donaghue, H. (2012). What I say and what I do: Supervisory feedback discourse. Presented at: Observation and Feedback: Research and Practice International Conference, British University in Dubai, UAE

Donaghue, H. (2011). A model for teaching and assessing reading skills. Invited Talk. Presented at: UNESCO Chair in Applied Research in Education Seminar Series, Sharjah Higher Colleges of Technology, Sharjah, UAE

Donaghue, H. (2011). Mitigation in observation feedback. Presented at: Observation and Feedback: The Way Forward International Conference, British University in Dubai, UAE

Donaghue, H., & Gitsaki, C. (2011). Teacher development through a Community of Practice. Presented at: 17th International TESOL Arabia Conference, Dubai, UAE

Donaghue, H., & Gitsaki, C. (2011). Teacher development through a Community of Practice. Presented at: 17th International TESOL Arabia Conference, Dubai, UAE

Donaghue, H., & Thompson, J. (2011). The use of CEFR descriptors in creating of a reading course. Presented at: First Biennial Higher Colleges of Technology – Cambridge ESOL CEFR Conference, Dubai Men’s College, Dubai, UAE