School of Education

Soussi, E., McQuade, M., McCandlish, A., Han, X., Trosclair, B. A. (2026) Special episode - in conversation with two Phd Students from the School of Education.

Bacquet, G., Nesterova, Y. (2026) Reimagining nonviolence education through a multidimensional lens: what should peace in the curriculum look like? Journal of Curriculum Studies, (doi: 10.1080/00220272.2026.2649143)

Gibson, L., Zhang, K. C. (2026) Against school? a response to Ball and Collet-Sabé’s critical perspectives on education and schooling. Home School Researcher, 40,

Unsworth, R. (2026) New Materialism and the Study of Classroom Practices: Using Actor-Network Theory and the New Literacy Studies as Methodology. Bloomsbury Academic

Soussi, E., McQuade, M., Crow, J. (2026) SOTL Journeys with Jenny Crow.

Morrison-Love, D., Makara Fuller, K., Patrick, F. (2026) Curriculum Making in Wales: What Does it Mean to be Purpose-Led?

Zhang, K. C., Gibson, L. (2026) Beyond education and care: reframing elective home education as a multifaceted approach. Journal of School Choice, (doi: 10.1080/15582159.2026.2623685)

Chapman, C., Pino-Yancovic, M. (2026) Educational networks as catalysts for cultural change: a tale of two systems. Journal of Educational Change, (doi: 10.1007/s10833-025-09540-5)

Black, E., McQuade, M. (2026) Education for Sustainable Development – Learning to See the Bigger Picture. (doi: 10.34737/x586v)

Makara, K. A., Duan, C., Gordon, K., Meng, F., Wu, Z., YU, J., Zhai, C., Elliot, D. L. (2026) Stages of competence in doctoral researcher development: insights from a collective autoethnographic study of Journal Club participation. Innovations in Education and Teaching International,

Gibson, L., Zhang, K. (2026) Beyond Education and Care: Reframing Homeschooling as a Multifaceted Educational Approach.

Antony-Newman, M. (2026) Introduction: how to shift parent engagement from the source of inequality to opportunities for social justice? Springer Cham

(2026) The Role of Social Inequality in Parent Engagement: From Inequality to Social Justice in Education. (doi: 10.1007/978-3-032-00387-4)

Constantinides, M. (2026) Continuous improvement and educational innovation in Scotland: the crucial role of school leadership. School Leadership and Management, 46, pp. 64-82. (doi: 10.1080/13632434.2025.2597268)

Constantinides, M. (2026) From isolation to inclusion: advancing rural educational equity in Scotland. Education Sciences, 16, (doi: 10.3390/educsci16010113)

Nicholson, P., Moss, P. (2026) A critical review of policy and research on the transition from early childhood education and care to compulsory primary education in England from 2000-2024. Springer

Dumay, X., Sorensen, T. B. (2025) Conclusion: the liberalization of teacher employment regimes in Europe. Oxford University Press

Sorensen, T. B., Dumay, X. (2025) The European Union’s governing of teachers and the europeanization of teacher policy. Oxford University Press

McCandlish, A., McQuade, M. (2025) SoTL Journeys- The Chemistry of SoTL and the SoTL of Chemistry.

Unsworth, R. (2025) ‘Sustainability’ as a mode of existence and its crossing with education. Australian Journal of Environmental Education, (doi: 10.1017/aee.2025.10098)

Hansen, L. S., Kanavidou, S., Lowden, K., Scanlan, M., Zayed, S. Y. (2025) Ecosystems and professional capital – a lens and a lever for equitable education. Journal of Professional Capital and Community, (doi: 10.1108/JPCC-04-2025-0039)

Morrison-Love, D. (2025) NALDIC33 Panel Discussion: Social Justice and Equity.

Harvie, J., Graham, J., Hamilton, C., Mitchell, A., McQuade, M., Arthur, J., Corral, W. (2025) Curriculum Matters: Leadership, Participation and Innovation in a Changing Educational Landscape.

McKinney, S., Hall, S., Lowden, K., Linn, A. (2025) Glasgow Medical School Access Programme (GAP) In Poverty and Education Network Symposium 1: Research into Higher Education.

McQuade, M., Jaap, A., Gallagher, J. (2025) Integrating Film and Screen Education into the Expressive Arts.

McConachie, R., Baker, M., Lobo, L., Fisher, K., Dudgeon, P., Mitchell, A., Harvie, J., McQuade, M. (2025) Problematising Inclusion in Scottish Schools: Discourse, Voice and Participation.

Mills, P., Mochan, B., Preston, A., McQuade, M., Harvie, J., Mitchell, A. (2025) Leadership, Self-Evaluation and Professional Growth in Scottish Education: Reflective Practices for Systemic Improvement.

Brown, R., Schweisfurth, M., Bradley, L., Perry, M., Fontdevila, C., Anderson, S. (2025) Researching Teaching Quality in International and Comparative Perspective.

Forde, C., Mitchell, A., Harvie, J., McMahon, M., Torrance, D. (2025) Authenticity, capacity and risk-taking: issues in critical social justice leadership development. Springer

Anderson, S. K., Conroy, J. C., McMahon, M. (2025) Reframing teacher education: findings from a Delphi study on judging teaching effectiveness. Journal of Education for Teaching, 51, pp. 965-982. (doi: 10.1080/02607476.2025.2557203)

Amaglo-Mensah, T. D., Nesterova, Y. (2025) Searching for peace and nonviolence in the national curriculum of Ghana. Prospects, (doi: 10.1007/s11125-025-09747-7)

Bell, I., Hall, S., Kennedy, A., Lowden, K., Proudfoot, K. (2025) Centre for Teaching Excellence: Technical Report on Initial Engagement Phase. (doi: 10.36399/gla.pubs.370079)

Nesterova, Y., Amaglo-Mensah, T. D., Berents, H. (2025) Principes pour les indicateurs axés sur les jeunes dans le cadre du programme Jeunesse, paix et sécurité.

Nesterova, Y., Amaglo-Mensah, T. D., Berents, H. (2025) Principios para los indicadores liderados por la juventud para la Agenda de Juventud, Paz y Seguridad.

Nesterova, Y., Amaglo-Mensah, T. D., Berents, H. (2025) Principles for Youth-led Indicators for the Youth, Peace, and Security Agenda.

Nesterova, Y., Amaglo-Mensah, T. D., Berents, H. (2025) ﺎﻫدﻮﻘﻳ ﻲﺘﻟا تاﺮﺷﺆﻤﻟﺎﺑ ﺔﺻﺎﺨﻟا ئدﺎﺒﻤﻟا مﻼﺴﻟاو بﺎﺒﺸﻟا ةﺪﻨﺟأ رﺎﻃإ ﻲﻓ بﺎﺒﺸﻟا ﻦﻣﻷاو.

Rugambwa, A., Brown, R., Kim, J. (2025) Understanding and Supporting Tanzanian Teachers as ‘Agents of Change' for Sustainable Futures.

Mitchell, A., Harvie, J., Baker, M., McMahon, M. (2025) Charting the Future of Educational Leadership in Global Complexity: Developing Critical Leadership Praxis in Aspirant School Principals.

Harvie, J. (2025) Cooperative Learning strategies in Educational Leadership [Short presentation]

Liu, C. H., Nesterova, Y., Anderson, S. K., Hasanzade, S. (2025) Five pillars of transformative global citizenship education: toward integration of the rights of Indigenous Peoples and internally displaced peoples. Human Rights Education Review, (doi: 10.1080/25355406.2025.2556297)

Soussi, E., McCandlish, A. (2025) Highlights from the Learning and Teaching Festival April 2025.

Skipper, Y. (2025) ‘I'd probably scroll by’: an exploration of young people's views on spotting and stopping misinformation. Children and Society, 39, pp. 940-949. (doi: 10.1111/chso.12962)

Morrison-Love, D. (2025) Divergence, Dialogue and Learning: Exploring Ideas to Reframe Classroom Assessment.

McQuade, M., Black, E. (2025) Supporting lifelong learning: a diffractive toolkit for professional development (Student version)

Harvie, J. (2025) School Principal Preparation: a Scottish Case Study of the Into Headship Programme [Keynote presentation]

Harvie, J. (2025) Values and School Culture [Workshop presentation]

Harvie, J., Robertson, Z., Brack, K. (2025) Preparing, recruiting and retaining school principals: lessons from Into Headship, the Scottish headteacher preparation programme. Springer Nature

Nesterova, Y., Osborne, M., Schweisfurth, M. (2025) Urban education and neighbourhood inequality. Springer

Hattersley, M., Skipper, Y., Douglas, K. M., Jolley, D. (2025) The interplay between economic hardship, anomie, and conspiracy beliefs in shaping anti-immigrant sentiment. Journal of Applied Social Psychology, 55, pp. 600-623. (doi: 10.1111/jasp.70002)

Morrison-Love, D., Patrick, F. (2025) Understanding the challenge of developing pedagogical reasoning in initial teacher education: theorising as practice-focused research. British Educational Research Journal, 51, pp. 1904-1926. (doi: 10.1002/berj.4167)

Wu, Z., Elliot, D.L., Makara Fuller, K.A. (2025) Using Longitudinal Video Diaries to Capture Rich, Comprehensive Qualitative Data.

Black, E., McQuade, M. (2025) Education for Sustainable Development - Learning to See the Bigger Picture.

Skipper, Y., Corriveau, K. (2025) Between truth and trust: how young people make sense of information. British Journal of Developmental Psychology, (doi: 10.1111/bjdp.70005)

Mckee, C., Gallagher, J., Lappin, M., Nicholson, J., Phipps, A., McQuade, M. (2025) Trauma is Everyone’s Business: Embedding Trauma-Responsive Practice in the School of Education.

McQuade, M., Mitchell, A., Douglas, H., McConalogue, A. (2025) The Key Role Of Mentorship in Early Years’ Heads’ Professional Development Trajectories: Early Impact Of A University And District Partnership Programme.

Nesterova, Y., Anderson, S. (2025) Empowering Youth, Embedding Peace: A Proposal for the Scottish Curriculum.

Harvie, J., Arthur, J., Corrall, W. (2025) Interdisciplinary Learning: A Study of Practice within Secondary Schools in Glasgow.

Constantinides, M. (2025) Leadership at the boundaries of schools: navigating the complexities of collaboration. Educational Management Administration and Leadership, (doi: 10.1177/17411432251343995)

Valdera-Gil, F., Morrison-Love, D., Makara Fuller, K., Singh, S., Brychan, A., Patrick, F., Farrar, J., Borquez Sanchez, E., Wiseman-Orr, L., Sharpling, E., Eleri, S. (2025) Reflection on the Ways in which Educational Professionals are Co-constructing Shared Understandings of Learning Progression for Curriculum for Wales.

Zhang, K. C., Gibson, L. (2025) What Should Be Part of An Initial Teacher Education Curriculum? An International Comparison.

Rodolico, G., McGregor, F. (2025) The emotional impact of nature seen through the lenses of virtual reality (VR) and revealed through the power of expressive art. Open Book Publishers

Mitchell, A., Baker, M., McMahon, M. (2025) Enhanced Political Awareness: A Research Practice Partnership (RPP) to Advance Social Justice and Equity in School Education.

Harvie, J. (2025) Educational Leadership Preparation and Development: an International and Future Focused Perspective.

Antony-Newman, M. (2025) Preparing teachers for parent engagement: role of teacher educators in Canada. Educational Review, 77, pp. 1422-1438. (doi: 10.1080/00131911.2024.2324154)

Harvie, J., Rooney, A. M., Mitchell, A., Nihill, M. (2025) Principalship Recruitment and Retention: Exploring Push and Pull Factors in Aspiration to School Leadership Roles in Scotland and the Republic of Ireland.

Mitchell, A., Arthur, J., Hamilton, C., Baker, M., Constantinides, M., Hutchison, D., Harvie, J. (2025) Amplifying the Voices and Experiences of Practising Education Leaders through Development of a Journal: Leadership, Scholarship and Praxis in Education.

Harvie, J., Mitchell, A., Constantinides, M. (2025) Developing and Sustaining 'Successful' School Leadership: Perspectives from Scotland.

Harvie, J., Arthur, J. (2025) Interdisciplinary Learning: a Study in Secondary Schools in Glasgow.

Harvie, J. (2025) School Principal Preparation: a Qualitative Study of the Scottish Into Headship Programme.

Harvie, J. (2025) Interdisciplinary Learning: Addressing the Implementation Gap [Keynote presentation]

Constantinides, M. (2025) Successful school leadership in Scotland: a journey to sustainable improvement. Journal of Educational Administration, (doi: 10.1108/JEA-11-2024-0377)

Ainscow, M., Chapman, C. (2025) Developing equitable education systems: propositions and barriers. Journal of Educational Change, 26, pp. 373-396. (doi: 10.1007/s10833-025-09527-2)

Skipper, Y. (2025) Fighting fake news: the role of education. Assessment and Development Matters, 17, pp. 30-35. (doi: 10.53841/bpsadm.2025.17.2.30)

Morrison-Love, D. (2025) Assessment, Quality & Accountability: Reflections from UGEAN research.

Hudson, C., Proudfoot, K. (2025) Mētis and principals’ tactics of resistance. Journal of Educational Administration and History, (doi: 10.1080/00220620.2025.2511786)

Kennedy, B. L., Lowden, K., Brack, K. (2025) An Introduction to the Centre for Teaching Excellence’s Research Briefs: Identifying, Selecting, Reading, and Synthesising Research. Research Brief. (doi: 10.36399/gla.pubs.355109)

Kennedy, B. L., Shannon, L., Lowden, K. (2025) Coimhearsnachdan Cleachdaidh a chumas Taic ri Tidsearan gus a dhol an sàs ann an Rannsachadh. Geàrr-phàipear Rannsachaidh. (doi: 10.36399/gla.pubs.355122)

Kennedy, B. L., Shannon, L., Lowden, K. (2025) Communities of Practice to Support Educator Engagement with Research. Research Brief. (doi: 10.36399/gla.pubs.355113)

Kennedy, B. L., Lowden, K., Brack, K. (2025) Mìneachadh air Geàrr-phàipearan Rannsachaidh an Ionaid Shàr-mhathais ann an Teagasg: A’ comharrachadh, a’ taghadh, a’ leughadh agus a’ cur rannsachadh còmhla. Geàrr-phàipear Rannsachaidh. (doi: 10.36399/gla.pubs.355110)

Kennedy, B. L., Brack, K., Lowden, K. (2025) Practitioner Enquiry as Professional Learning for Improving Teaching. Research Brief. (doi: 10.36399/gla.pubs.355130)

Kennedy, B. L., Brack, K., Lowden, K. (2025) Rannsachadh Luchd-cleachdaidh mar Ionnsachadh Proifeiseanta a bheir Piseach air Teagasg. Geàrr-phàipear Rannsachaidh. (doi: 10.36399/gla.pubs.355131)

Brown, R. (2025) Understanding and creating learning spaces in research with primary children in Tanzania. Compare: A Journal of Comparative and International Education, (doi: 10.1080/03057925.2025.2510944)

Zhang, J., Backhouse, A., Zhang, K. C. (2025) Exploring Chinese male kindergarten teachers' job satisfaction and work commitment. European Journal of Teaching and Education, 7, pp. 62-86. (doi: 10.33422/ejte.v7i2.1498)

McQuade, M., Black, E. (2025) Navigating the Next Chapter: a Reflective Toolkit for Graduating Students.

McCandlish, A., McQuade, M., Soussi, E., Currie, L. (2025) SoTL Journeys - Creating a culture of scholarship in the School of Education.

Brown, R., Schweisfurth, M. (2025) Considering “context” in comparative and international education. Bloomsbury Publishing

Nesterova, Y., Anderson, S. (2025) “Peace is a beacon of hope”: young people’s commitment to building a culture of peace in Scotland. Journal of Peace Education, (doi: 10.1080/17400201.2025.2496407)

Bagnall, C. L., James, L. A., Skipper, Y. (2025) "I shouldn’t really be here": university students’ perceptions and experiences of transitioning to university with a contextual offer admission. Higher Education Quarterly, 79, (doi: 10.1111/hequ.70003)

Torrance, D., Forde, C., Harvie, J., Mitchell, A., King, F., McGowan, J., Travers, J., Mahfouz, J., Arlestig, H., Mifsud, D., Flood, L., Angelle, P., Chisolm, L. (2025) Conducting comparative analyses of social justice leadership: creating an international research team from diverse country, policy and education system contexts. Equity in Education and Society, 4, pp. 113-129. (doi: 10.1177/27526461231194788)

Currie, L., Soussi, E., McQuade, M., McCandlish, A. (2025) SOTL Journeys with Professor Jo Edson Ferrie.

Morrison-Love, D. (2025) Introduction to the Camau i'r Dyfodol Project and Working with a Purpose-led, Process-Oriented Curriculum.

Zhang, K. C. (2025) ECE burnout: Early childhood intervention practitioners’ sense of hope, life satisfaction, and meaning in life. Issues in Educational Research, 35, pp. 442-460.

Osborne, M., Nesterova, Y., Schweisfurth, M., Roy, S., de los Reyos, M. (2025) Learning Neighbourhoods – why they matter. PASCAL Briefing Paper 31.

McQuade, M. (2025) Power, Policy, and Partnerships: Stakeholder Perspectives on Scottish School Age Childcare Policy Development.

Tubadji, A., Lido, C., Osborne, M., Conroy, J., Baur, P., Zipsane, H., McColl, M., Mark, R., Nemeth, B. (2025) Aesthetic Education: What Are Learning Cities Learning in Order to Bring Peace and Human Flourishing? PASCAL Briefing Paper 30.

Proudfoot, K. (2025) Creeping anglicisation: school inspection in Scotland and Ireland. Comparative Education, (doi: 10.1080/03050068.2025.2469027)

Proudfoot, K., Boyd, P. (2025) Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability. Professional Development in Education, 51, pp. 353-367. (doi: 10.1080/19415257.2022.2151038)

Zhang, K. C. (2025) “How do I start strong?”: exploring the subjective well-being, beliefs, and lifestyles of first-year university students in the UK. Societies, 15, (doi: 10.3390/soc15030067)

McQuade, M., McCandlish, A. (2025) The Learning, Teaching and Scholarship Podcast: Choose your own SoTL adventure.

Arthur, J., Corral, W., Harvie, J. (2025) Interdisciplinary learning: A study of practice within secondary schools in Glasgow, Scotland. Journal of Leadership, Scholarship and Praxis in Education, 1, pp. 6-18. (doi: 10.36399/qc05sb75)

Zhang, K.C., Qin, L. (2025) Falling between the ship and the wharf: an exploration of the challenges early intervention practitioners face and their commitment to work. Support for Learning, 40, pp. 16-23. (doi: 10.1111/1467-9604.12491)

Soussi, E., Currie, L., McQuade, M., McCandlish, A. (2025) SoTL journeys with Sarah Honeychurch and Nathalie Tasler.

McQuade, M., Conaway, T. (2025) Five-Minute Starts: Fifteen Ideas to Ignite Your Class.

Amaglo Mensah, T. D., Nesterova, Y. (2025) Rethinking and decolonising peace education in Ghanaian secondary schools: exploring teachers’ perspectives. Journal of Peace Education, (doi: 10.1080/17400201.2025.2454407)

Anderson, P., McQuade, M. (2025) Mothering discourses, parent engagement and social injustice in Scottish early years professions. Springer Cham

Proudfoot, K. (2025) Mētis: a framework for understanding tactics of resistance. Journal of Education Policy, 40, pp. 1-18. (doi: 10.1080/02680939.2024.2394972)

Chapman, C., Montecinos, C. (2025) Professional learning in Latin America and the Caribbean: towards a Networked Learning System? Professional Development in Education, 52, pp. 1-6. (doi: 10.1080/19415257.2025.2446110)

Unsworth, R. (2025) Building connection to place: time and space in place-responsive pedagogy. Emerald Publishing Limited

Singh, S., Morrison-Love, D., Makara Fuller, K., Bendall, R., Brychan, A., Borquez-Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Hadley, S., Hughes, S., Holloway, J., Morgan, C., Patrick, F., Roberts, J., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2025) Camau i’r Dyfodol Working with a process approach to Curriculum for Wales: ‘I can now be the teacher I always wanted to be.’ Phase 3 Final Report (June 2025) (doi: 10.36399/gla.pubs.357823)

Unsworth, R., Sors, L. (2025) Continuing the journey of place-responsive pedagogy in outdoor learning. Emerald Publishing Limited

Harvie, J. (2025) Cooperative learning strategies in educational leadership. Active Learning Resources Hub, University of Glasgow.

Mitchell, A., Harvie, J., Baker, M. (2025) Critical leadership praxis (CLP) in global complexity: promoting principalship agency through intersecting educational spaces. IAP

Singh, S., Morrison-Love, D., Makara-Fuller, K., Bendall, R., Brychan, A., Borquez-Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Hadley, S., Hughes, S., Holloway, J., Morgan, C., Patrick, F., Roberts, J., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2025) Gweithio gyda dull proses ar gyfer y Cwricwlwm i Gymru: 'Gallaf nawr fod yr athro roeddwn i wastad wedi eisiau bod.’ Crynodeb Gweithredol. (doi: 10.36399/gla.pubs.373270)

Singh, S., Morrison-Love, D., Makara Fuller, K., Bendall, R., Brychan, A., Borquez-Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Hadley, S., Hughes, S., Holloway, J., Morgan, C., Patrick, F., Roberts, J., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2025) Gweithio gyda dull proses ar gyfer y Cwricwlwm i Gymru: ‘Gallaf nawr fod yr athro roeddwn i wastad wedi eisiau bod.’ Adroddiad Terfynol Cam 3 (Mehefin 2025) (doi: 10.36399/gla.pubs.368276)

Sors, L., Unsworth, R. (2025) Introduction: encountering ideas of place in outdoor learning. Emerald Publishing Limited

(2025) Latin American and Caribbean Perspectives on Professional Learning Research, Policy and Practice. [Guest Editors] Professional Development in Education Volume 51, 2025 - Issue 1.

Constantinides, M. (2025) Mapping the landscape of successful school leadership in New Zealand: a scoping review. Springer

Morrison-Love, D. (2025) Technology education and the worthwhileness of Lawrence Stenhouse. Journal of Technology Education, 37, pp. 3-7. (doi: 10.21061/jte.v37i1.a.1)

(2025) The BERA Guide to Outdoor Learning: Place-responsive Pedagogy in Educational Research and Practice. (doi: 10.1108/978-1-83608-190-6)

Rodolico, G., Breslin, M., Brown, R., Lewis-Cole, A., Abodunrin, A., Dashaputre, N., Mariani, A. M., Dinger, C. (2025) Unpacking the impact of collaborative online international learning on educators and students: a reflective case study: navigating workforce and leadership changes in a digital Age. Emerald Publishing Limited

Singh, S., Morrison-Love, D., Makara-Fuller, K., Bendall, R., Brychan, A., Borquez Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Hadley, S., Hughes, S., Holloway, J., Morgan, C., Patrick, F., Roberts, J., Ryder, N. (2025) Working with a process approach to Curriculum for Wales: ‘I can now be the teacher I always wanted to be.’ Executive Summary. (doi: 10.36399/gla.pubs.373269)

Boeren, E., McMahon, M., Coll, R. (2024) Religion, research and the REF-UoA23 education: a thematic investigation. British Journal of Religious Education, (doi: 10.1080/01416200.2024.2446359)

Collier, D., Lowden, K., Hall, S., Li, S., Odena, O. (2024) Evaluation of LMNS and South Ayrshire Council Instrumental Music Service Programme: Final Report.

Black, E., Sutherland, M., Reid, C. (2024) The importance of the early years. Routledge

McQuade, M., Black, E. (2024) 12 Days of SoTL 2024 - #UofGSoTL: Reflective Practice.

Nesterova, Y., Couch, D., Nguyen, H. (2024) Teacher's understandings of barriers to Indigenous children's' academic success in Taiwan. British Educational Research Journal, 50, pp. 2937-2956. (doi: 10.1002/berj.4062)

McQuade, M., Conaway, T. (2024) Creative Pedagogies: The First Five Minutes.

Nesterova, Y., Anderson, S. (2024) Visions of peace: exploring how Scottish youth understand and define peace. Prospects, 54, pp. 607-626. (doi: 10.1007/s11125-024-09700-0)

Zhang, K. C., Gibson, L. (2024) Exploring the Lived Experiences of Home-Educating Families with Young Children in the UK: The Untold Stories.

Black, E., McQuade, M. (2024) A Childcare Workforce Fit for a Fragile World.

Harvie, J. (2024) Professional Learning for Empowerment: A Qualitative Study of the Into Headship, Headteacher (School Principal) Preparation Programme in Scotland.

Antony-Newman, M. (2024) Parent engagement and the teaching profession: a policy framework. School Community Journal, 34, pp. 109-128.

Proudfoot, K. (2024) Teachers’ perspectives on pay incentives in England: performance evaluation in a context of high-stakes accountability. Educational Assessment, Evaluation and Accountability, 36, pp. 529-557. (doi: 10.1007/s11092-024-09437-6)

Constantinides, M. (2024) Building and sustaining improvement in disruptive times: school leadership in Aotearoa New Zealand. Emerald Publishing Limited

Madrid Miranda, R., Glas, K., Chapman, C. (2024) Building agency in school–university partnerships: lessons from collaborative research during the pandemic. Journal of Educational Administration, (doi: 10.1108/JEA-11-2023-0281)

Elliot, D. L., Lido, C., Evangelista, Z., Kassous, I. Z., Al Najim, A., Alves, I. (2024) Mind the gap! International doctoral scholars’ and supervisors’ perspectives of wellbeing and help-seeking behaviour. Routledge

Makara Fuller, K., Ryder, N. (2024) An International Comparative Analysis of Curricula in Health and Wellbeing.

McQuade, M., Black, E. (2024) Supporting Lifelong Learning: Co-producing a Toolkit for Postgraduate Reflective Practice.

Loudon, E., Neary, J., McAteer, B., Higgins, K., Chapman, C. (2024) A causeway to impact: a proposed new integrated framework for intergenerational community-based participatory action research. Children and Society, 38, pp. 1493-1509. (doi: 10.1111/chso.12815)

Hand, C. J., Thomas, M. A.M., Chipindi, J. S., Boeren, E., Kim, J., Lynch, P. (2024) A mixed-method evaluation of IT'S PLAY: Improving Teaching Skills on Playful Learning for Africa’s Youngest. Endline Report. (doi: 10.36399/gla.pubs.350344)

Zhang, K. C., Gibson, L. (2024) Exploring the lived experiences of home-educating families with young children in the UK: the untold stories. European Journal of Investigation in Health, Psychology and Education, 14, pp. 2598-2615. (doi: 10.3390/ejihpe14090171)

Antony-Newman, M. (2024) The role of plurilingual parenting in parental engagement of immigrant families. Journal of Multilingual and Multicultural Development, 45, pp. 3362-3378. (doi: 10.1080/01434632.2022.2097686)

Brown, R., Schweisfurth, M. (2024) Making context matter through Massey's relational space: methodological and theoretical implications for Comparative and International Education. Comparative Education Review, 68, pp. 469-488. (doi: 10.1086/731786)

Madrid Miranda, R., Chapman, C. (2024) Social justice and equitable systems in education. Oxford University Press

Sorensen, T. B., Graf, L. (2024) A European experiment in governing teacher education and training: the case of the Erasmus+ Teacher academies. Education Inquiry, (doi: 10.1080/20004508.2024.2390713)

Black, E., McQuade, M. (2024) Learning Beyond the Final Grades: A Toolkit for Graduates.

Harvie, J., Robertson, Z., Brack, K. (2024) School Leadership Preparation: A Scottish Case Study of the Into Headship Programme.

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(2024) World Yearbook of Education 2025: The Teaching Profession in a Globalizing World: Governance, Career, Learning. Routledge

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(2023) PATT40 Liverpool 2023. Pupils Attitudes to Technology Conference: Diverse Experiences of Design and Technology Education for a Contemporary and Pluralist Society. Liverpool John Moores University

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Zhang, K. C., Li, Q. (2023) Struggling to fit it all in: sense of hope, life meaning and satisfaction of low-income single mothers of young children with special needs in New Zealand. Routledge

Mitchell, A., Harvie, J., Forde, C., Torrance, D., McMahon, M. (2023) Career-long Professional Learning in Scotland: Questions for the Future.

Harvie, J., Torrance, D., Forde, C., McMahon, M., Mitchell, A. (2023) Leadership and Management: A Relevant Distinction for Leadership in Education?

Abel, C., McQuade, M., Orr, C. (2023) International perspectives on childcare provision and practice. SAGE Publications

McQuade, M., Pollock, I. (2023) Personal, social and emotional development. SAGE Publications

Mitchell, A., Torrance, D., Harvie, J., Forde, C., McMahon, M. (2023) The changing role of the headteacher in Scottish education: implications for career-long teacher education. Springer

McQuade, M., Stewart, T. (2023) Working in partnership. SAGE Publications

Carroll, M., Orr, C. (2023) Leadership and management in Childhood Practice. SAGE Publications

Orr, C., Wingrave, M. (2023) Legislative and policy frameworks: practice and implementation. SAGE Publications

Nesterova, Y. (2023) Ethical, epistemic, relational, and emotional concerns in educational administration and leadership research with Indigenous and minority peoples. Routledge

Mitchell, A., McMahon, M., Reid, A., Baker, M., Drennan, O., Arthur, J. (2023) Leading Critically Conscious School Communities: A Research/Practice Partnership to Strengthen Political Literacy in School Principals = Principali scuole criticamente consapevoli: Un partenariato di ricerca/pratica per rafforzare l'alfabetizzazione politica nei dirigenti scolastici.

Mitchell, A., McMahon, M., Reid, A., Baker, M. (2023) System-level Education Reform in Scotland: Implications for Teacher Education = Riforma dell'istruzione a livello di sistema in Scozia: Implicazioni per la formazione degli insegnanti.

Mitchell, A., McMahon, M., Drennan, O., Arthur, J., Reid, A., Baker, M. (2023) Enhanced Political Awareness: Authentic Engagement in a Research/Practice Partnership to Strengthen Leadership for Critically Conscious School Communities.

Harvie, J., Mitchell, A., Forde, C., Torrance, D., McMahon, M. (2023) School Leadership in Globally Challenging Times: Developing Understandings Through Life History Narratives.

Chapman, C., Donaldson, G. (2023) Where next for Scottish Education: Learning is Scotland’s Future?

Anderson, S., Boath, L., McMahon, M. (2023) Scotland's Strategy for High-quality Educator Preparation Strand I: Addressing the Evolving Needs of Education.

Makara, K. A., Kuusinen, C. (2023) Academic help seeking as a process of seeking formative feedback on learning. Emerald Publishing Limited

Mitchell, A., Harvie, J. (2023) Re-envisioning School Leadership – The Evolving Role of Headteachers in Scotland.

Morrison-Love, D., Singh, S., Makara-Fuller, K., Evans, G., Farrar, J., Patrick, F., Ryder, N., Borquez-Sanchez, E., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Curriculum for Wales: evolving understandings of progression in learning. (doi: 10.36399/gla.pubs.298263)

Morrison-Love, D., Singh, S., Makara-Fuller, K., Evans, G., Farrar, J., Patrick, F., Ryder, N., Borquez-Sanchez, E., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Cwricwlwm i Gymru: Esblygu dealltwriaeth o gynnydd mewn dysgu. (doi: 10.36399/gla.pubs.350193)

Constantinides, M. (2023) Instructional reform and multiple institutional logics: insights from executive leadership in English Multi-Academy Trusts. Educational Review, 75, pp. 287-304. (doi: 10.1080/00131911.2021.1916441)

Mitchell, A., Harvie, J., Torrance, D., Forde, C., McMahon, M. (2023) Reimagining School Leadership Post-Pandemic: Learning From the Experiences of Headteachers in Scotland = Reimaginando el liderazgo escolar después de la pandemia: Aprendiendo de las experiencias de Directores en Escocia.

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Makara Fuller, K., Singh, S., Morrison-Love, D., Borquez Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Patrick, F., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Creu dealltwriaeth ymarferol o’r Cwricwlwm i Gymru. Crynodeb Gweithredol. (doi: 10.36399/gla.pubs.373268)

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Mitchell, A., Torrance, D., Forde, C., Harvie, J., McMahon, M. (2023) Developing leadership for school education: constructions of system leadership. Edward Elgar Publishing

Morrison-Love, D. (2023) Doing: Skills, knowledge, and understanding in conceptual, theoretical, and practical Contexts. Bloomsbury

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Constantinou, E., Ainscow, M. (2020) Using collaborative action research to achieve school-led change within a centralised education system: perspectives from the inside. Educational Action Research, 28, pp. 4-21. (doi: 10.1080/09650792.2018.1564686)

Crawford, K., Lowden, K., Hall, S., Mitchell, E., McErlean, T., Sherrard, H., Daley, L. (2020) The SSERC Primary Cluster Programme in Science and Technology – impact on teaching and learning. Journal of Emergent Science, 18, pp. 13-18.

Chapman, C., Bell, I. (2020) Building back better education systems: equity and COVID-19. Journal of Professional Capital and Community, 5, pp. 227-236. (doi: 10.1108/JPCC-07-2020-0055)

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Moore, S. J., Nesterova, Y. (2020) Indigenous Knowledges and Ways of Knowing for a Sustainable Living.

Harvie, J. (2020) Interdisciplinary education: memorialising learning experiences. EducA: International Catholic Journal of Education, 6,

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Straub, S., Livingston, K., Proudfoot, K., Fischer-Schöneborn, S. (2020) University-School Partnerships in Initial Teacher Education: Insights from Lüneburg and Glasgow.

King, F., McMahon, M., Nguyen, D., Roulston, S. (2019) Leadership learning for pre-service and early career teachers: insights from Ireland and Scotland. International Studies in Educational Administration, 47, pp. 6-22.

Harris, J., Ainscow, M., Carrington, S., Kimber, M. (2019) Developing inclusive school cultures through ethical practices. Routledge

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Patrick, F., McGregor, F. (2019) Art Educators Evolving Identities: Exploring the Intersections between Discipline, Knowledge, and Self.

Morrison-Love, D., Patrick, F. (2019) Integrating Knowledge for the Creation of Subject Pedagogies: An Adaptive Subject Pedagogy Model for ITE in Design & Technology.

Breslin, M., Harvie, J., Leslie, B., Mclaren, E. (2019) The Leap of Faith: Experiences of Early Career Academics.

Cai, L., Dangeni, D., Elliot, D. L., He, R., Liu, J., Makara, K. A., Pacheco, E.-M., Shih, H.-Y., Wang, W., Zhang, J. (2019) A conceptual enquiry into communities of practice as praxis in international doctoral education. Journal of Praxis in Higher Education, 1, pp. 11-36. (doi: 10.47989/kpdc74)

Skipper, Y. (2019) Higher education psychology teacher of the year: Finalist case study 2019. Psychology Teaching Review, 25, pp. 114-117.

Ainscow, M., Chapman, C., Hadfield, M. (2019) Changing Education Systems: a Research-based Approach. Routledge

Chapman, C., Drever, A., McBride, M., Orr, C., Weakley, S. (2019) Leading place-based interventions to improve outcomes in low socio-economic settings. Palgrave Macmillan

Chapman, C., Ainscow, M. (2019) Using research to promote equity within education systems: possibilities and barriers. British Educational Research Journal, 45, pp. 899-917. (doi: 10.1002/berj.3544)

Makara, K. A. (2019) Social goals in context: Asian students. Routledge

Morrison-Love, D., David, S., Donaldson, P. (2019) Harnessing Research, Policy and Professional Expertise to Make Decisions for Learning Progression.

Lowden, K., Hall, S., Bravo, A., Orr, C., Chapman, C. (2019) Knowledge Utilisation Mapping Study: Scottish Education System.

Nesterova, Y., Arat, G. (2019) Working towards gender equality to eradicate HIV/AIDS in Ethiopia. Emerald Publishing Limited

McLain, M., Irving, D., Wooff, D., Morrison-Love, D. (2019) Humanising the design and technology curriculum: why technology education makes us human. Design and Technology Education: An International Journal, 24, pp. 8-19.

de Carvalho, E., Skipper, Y. (2019) “We’re not just sat at home in our pyjamas!”: a thematic analysis of the social lives of home educated adolescents in the UK. European Journal of Psychology of Education, 34, pp. 501-516. (doi: 10.1007/s10212-018-0398-5)

Morrison-Love, D., Donaldson, P., Barnes, J. (2019) Design & Technology and Computer Science in the CAMAU Project: the Genesis of Learning Progression in the New Curriculum for Wales.

Ainscow, M., Slee, R., Best, M. (2019) Editorial: the Salamanca Statement: 25 years on. International Journal of Inclusive Education, 23, pp. 671-676. (doi: 10.1080/13603116.2019.1622800)

Nesterova, Y. (2019) Teaching Indigenous children in Taiwan: tensions, complexities and opportunities. Global Studies of Childhood, 9, pp. 156-166. (doi: 10.1177/2F2043610619846349)

Connolly, P., Hanratty, J., Hughes, J., Chapman, C., Blaylock, D. (2019) PROTOCOL: Protocol for a systematic review: inter‐school collaborations for improving educational and social outcomes for children and young people. Campbell Systematic Reviews, 15, (doi: 10.1002/cl2.1011)

Spina, N., Harris, J., Carrington, S., Ainscow, M. (2019) Resisting governance by numbers: some lessons from schools. Routledge

Antony-Newman, M. (2019) Parental involvement of immigrant parents: a meta-synthesis. Educational Review, 71, pp. 362-381. (doi: 10.1080/00131911.2017.1423278)

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Harvie, J. (2019) The Agency of the Catholic Head Teacher.

Harvie, J., McMahon, M., Kerrigan, K. (2019) A leadership lens on St Teresa of Avila. Universidad Pontificia Comillas

Azorín, C. M., Ainscow, M., Arnaiz Sánchez, P., Goldrick, S. (2019) A tool for teacher reflection on the response to diversity in schools = Una herramienta para la reflexión docente sobre la respuesta a la diversidad en las escuelas. Profesorado, 23, pp. 11-36. (doi: 10.30827/profesorado.v23i1.9142)

Lido, C., Reid, K., Osborne, M. (2019) Lifewide learning in the city: novel big data approaches to exploring learning with large-scale surveys, GPS, and social media. Oxford Review of Education, 45, pp. 279-295. (doi: 10.1080/03054985.2018.1554531)

Black, E. (2019) Supporting the Development of Academic Study Skills Using Access-Restricted Online Tasks.

Tiffany Leung, H. T., Wincenciak, J. (2019) Discrepancy between first impression and social description, and its effect on people’s attitude. Humanities and Social Sciences Reviews, 7, pp. 11-18. (doi: 10.18510/hssr.2019.712)

Hulme, J.A., Stanyard, R., Kent, A., Skipper, Y. (2019) Making a difference with psychology: case study. Routledge

Vanderhoven, E., Bravo, A., Valiente, O., Hermannsson, K., Lowden, K., Doyle, L., Schweisfurth, M., Capsada-Munsech, Q. (2019) YOUNG_ADULLLT Scotland: Key Messages for Scottish Policy Actors. University of Glasgow,

Livingston, K., Patrick, F. (2019) Knowledge Matters.

Bynner, C., Drever, A., Lowden, K., McBride, M., Ward, S., Weakley, S., Watson, N., Chapman, C., McLean, J., Tannahill, C. (2019) Children’s Neighbourhoods Scotland Evaluation Strategy.

Nesterova, Y., Jackson, L. (2019) Educating indigenous people: historical analysis and contemporary practices. Springer

Chapman, C. (2019) From hierarchies to networks: possibilities and pitfalls for educational reform of the middle tier. Journal of Educational Administration, 57, pp. 554-570. (doi: 10.1108/JEA-12-2018-0222)

McMahon, M., Purdie, J. (2019) Headteacher-in-residence: an authentic approach to leadership preparation. International Studies in Educational Administration, 47, pp. 89-101.

Nesterova, Y., Jackson, L. (2019) Indigenous perspectives on ecopedagogical literacy: the case of Taiwan. Springer

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Kerrigan, K. (2019) Leading Professional Learning; An Opportunity for Middle Leaders to Support Colleagues in Their Professional and Spiritual Journey?

Chapman, C. (2019) Making Sense of Reform: Where Next for Scottish Education?

Nesterova, Y. (2019) Multiculturalism and multicultural education approaches to Indigenous people’s education in Taiwan. Multicultural Education Review, 11, pp. 253-270. (doi: 10.1080/2005615X.2019.1686561)

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Lowden, K., Hall, S., Lusk, D., Bravo Chacon, A. M. (2019) Raising Aspirations in Science Education (RAiSE): External Evaluation. Summary Findings.

Pino Yancovic, M., González, A., Ahumada, L., Chapman, C. (2019) School Improvement Networks and Collaborative Inquiry: Fostering Systemic Change in Challenging Contexts. Emerald

Forde, C., McMahon, M. (2019) Teacher Quality, Professional Learning and Policy: Recognising, Rewarding and Developing Teacher Expertise. Palgrave McMillan

Nesterova, Y. (2019) The UNESCO Together for Peace T4P Initiative : A Shared Commitment to Building a Peaceful and Sustainable Future in Asia-Pacific.

Christodoulou, E., Nesterova, Y. (2019) Violent extremism: types, implications, and responses. Springer

Skipper, Y., de Carvalho, E. (2019) “I have seen the opportunities that science brings”: encouraging girls to persist in science. Educational Forum, 83, pp. 199-214. (doi: 10.1080/00131725.2019.1576820)

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Livingston, K., Doherty, C., Lido, C., Cassar, R., Dunkley, R., Gale, T., Parker, S. (2018) British Council School Programmes in Scotland: an Impact Study: Final Report.

Chapman, C. (2018) School-to-school collaboration: building collective capacity through collaborative enquiry. SAGE Publications Ltd

Osborne, M., Houston, M., Lido, C. (2018) The role of big data in elucidating learning cities ancient, present and future. Routledge

Orr, A., Wingrave, M., Black, E. (2018) The Standard of Childhood Practice: 10 Years On.

Nesterova, Y., Jackson, L. (2018) Gender inequality in universities. Impakter, pp. 2 Nov.

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Dimmock, C., Nguyen, T. D., Tan, C. Y., Schweisfurth, M., Chapman, C., Anh, T. T. T., Nga, T. Q., Van, D. T. H., Anh, N. Q., Phuong, P. T. L., Hien, N. V., Thang, T. D., Tuyen, N. H., Hao, N. T., Thuy, C. C. (2018) Building capacity of Vietnam schools to implement fundamental and comprehensive reforms: Designing and piloting interventions through professional development. Phase 2 Report of Research Project to The Head Foundation, Singapore, British Council, Vietnam, and University of Glasgow.

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Morrison-Love, D. (2018) Design and technology. Edinburgh University Press

Mcbride, M., Lowden, K., Chapman, C., Watson, N. (2018) Educational Needs and Experiences of Refugee Children in Scotland.

Nesterova, Y. (2018) Women and violent extremism. Impakter, pp. 28 May.

McMahon, M., Harvie, J. (2018) Servant Leadership - A Radical or Redundant Concept of Leadership for Our Time?

Nash, C., Nesterova, Y., Primrose, K., Chan, W.Y.A., Rios, R.A., Flores, M.J.V., Zowmi, A. (2018) #PaixParLesJeunes : Résumé des Pistes d’Action pour Prévenir l’Extrémisme Violent par l’Éducation.

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Lido, C., Reid, K., Osborne, M. (2018) Big Data, Lifelong Learning and Learning Cities: Promoting City-Discourse on Social Inequalities in Learning.

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Nash, C., Nesterova, Y., Primrose, K., Chan, W.Y.A., Rios, R.A., Flores, M.J.V., Zowmi, A. (2018) #YouthWagingPeace. Action Guidelines for the Prevention of Violent Extremism : Reflection is Action, Conversation is Action, Compassion is Action.

Elliot, D. L., Houston, M., Makara, K., Reid, K., Lido, C. (2018) Enhancing the Experience of International Doctoral Researchers - Key Messages.

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McMahon, M. (2018) Teacher leadership. Edinburgh University Press

Nesterova, Y., Jackson, L. (2018) Understanding the ‘local’ in indigenous Taiwan. International Education Journal: Comparative Perspectives, 17, pp. 55-66.

Kandrik, M., Hahn, A. C., Han, C., Wincenciak, J., Fisher, C. I., Debruine, L., Jones, B. C. (2017) Does the interaction between cortisol and testosterone predict men's facial attractiveness? Adaptive Human Behavior and Physiology, 3, pp. 275-281. (doi: 10.1007/s40750-017-0064-1)

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Black, E. (2017) Childcare Practitioners' Perceptions of Numeracy: a Challenge to Vocational Training Curricula?

Proudfoot, K. (2017) Survey dissemination, school hierarchy and teacher voice. British Educational Research Association Blog.

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Furlong, A., Goodwin, J., O'Connor, H., Hadfield, S., Hall, S., Lowden, K., Plugor, R. (2017) Young People in the Labour Market: Past, Present, Future. Routledge

Nesterova, Y. (2017) Indigenous peoples : key trends that affect their development. Impakter, pp. 28 Sep.

Harris, J., Carrington, S., Ainscow, M. (2017) Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership. Routledge

Nesterova, Y. (2017) Shen-Keng Yang and Jia-Li Huang (eds). Teacher education in Taiwan: State control vs marketization. Policy Futures in Education, 15, pp. 805-807. (doi: 10.1177/1478210317725675)

Nesterova, Y. (2017) Indigenous peoples and their rights : how they started, why they matter. Impakter, pp. 28 Aug.

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Chapman, C., Chestnutt, H., Friel, N., Hall, S., Lowden, K. (2017) Taking the lead: teachers leading educational reform through collaborative enquiry in Scotland. Routledge

Chapman, C., van Amersfoort, D., Watson, N. (2017) What Works in Public Service Leadership: Exploring the Potential.

Doherty, R. A. (2017) Critical policy analysis: staring into space. Journal of Advances in Education Research, 2, pp. 76-85. (doi: 10.22606/jaer.2017.22003)

Nesterova, Y., Macaluso, A. (2017) Building safe resilient urban spaces : a discussion with Hague Institute researcher Agnese Macaluso. Impakter, pp. 16 May.

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Elliot, D. L., Houston, M., Makara, K., Reid, K. (2017) ESRC IAA Workshop: Towards Maximising International PhD Students' Experience: Extended Summary.

de Vries, M. J., Morrison-Love, D., Miyakawa, H., Scott, M., Thompson, P., Lafrance, C., McFadyen, N., Cruz, D., Miyakawa, H., Shang-Ping, K., Hong, J.-C., Huang, T.-H., Lung-Sheng, S. L., Lin, K.-Y. (2017) International Roundtable on the Future of Technology Education.

Morrison-Love, D. (2017) STEM Education: the Proximity of Human Factors in Differentiating the E from the T.

Morrison-Love, D. (2017) Towards a transformative epistemology of technology education. Journal of Philosophy of Education, 51, pp. 23-37. (doi: 10.1111/1467-9752.12226)

Drew, V., McMahon, M., Whelan, L., Allan, A., Travis, A. (2017) Translating Educational Leadership Policies into Practices Through Collaborative Partnership Working: Policy Actors' Perspectives One Year On.

McMahon, M., Flores, M., Valeeva, R. A., Finn, A. (2017) Symposium: Advancing Professionalism for School Effectiveness and Improvement: Professional Standards and Teacher Quality.

Kandrik, M., Hahn, A. C., Fisher, C. I., Wincenciak, J., Debruine, L. M., Jones, B. C. (2017) Are physiological and behavioral immune responses negatively correlated? Evidence from hormone-linked differences in men's face preferences. Hormones and Behavior, 87, pp. 57-61. (doi: 10.1016/j.yhbeh.2016.10.021)

Lee, H.-J., Lee, J., Makara Fuller, K. A., Fishman, B. J., Teasley, S. D. (2017) A cross-cultural comparison of college students' learning strategies for academic achievement between South Korea and the USA. Studies in Higher Education, 42, pp. 169-183. (doi: 10.1080/03075079.2015.1045473)

Bell, D., Wooff, D., McLain, M., Morrison-Love, D. (2017) Analysing design and technology as an educational construct: an investigation into its curriculum position and pedagogical identity. Curriculum Journal, 28, pp. 539-558. (doi: 10.1080/09585176.2017.1286995)

Doherty, R. (2017) Catholic teacher education in an unfavourable environment. Editions Saint Leger

Kerr, K., Ainscow, M. (2017) Equity in Education: Time to Stop and Think. A Report on the State of Equity in the English Education System.

Nesterova, Y. (2017) Fabricating an educational miracle: Compulsory schooling meets ethnic rural development in southwest China. Jinting Wu. Albany, NY: SUNY, 2017. 290 pp., (hardcover), $85.00, ISBN: 978-1-4384-6037-6. Frontiers of Education in China, 12, pp. 438-441. (doi: 10.1007/s11516-017-0030-5)

Makara, K., Karabenick, S. (2017) Longitudinal high school research revealed: using surveys to assess student motivation and social networks. SAGE Publications

Jackson, L., Nesterova, Y. (2017) Multicultural Hong Kong: alternative new media representations of ethnic minorities. Multicultural Education Review, 9, pp. 93-104. (doi: 10.1080/2005615X.2017.1313021)

Proudfoot, K. (2017) Performance Management: How Does it Affect Teachers’ Motivation to ‘Improve’?

Proudfoot, K. (2017) Professional Autonomy and Performance Management: Implications for Teacher Motivation and Wellbeing.

Kent, A., Berry, D. M., Budds, K., Skipper, Y., Williams, H. L. (2017) Promoting writing amongst peers: establishing a community of writing practice for early career academics. Higher Education Research and Development, 36, pp. 1194-1207. (doi: 10.1080/07294360.2017.1300141)

McMahon, M. A., Forde, C., Murray, R. (2017) The development of accomplished teaching. Springer Nature

Skipper, Y., Leman, P. J. (2017) The role of feedback in young people’s academic choices. International Journal of Science Education, 39, pp. 453-467. (doi: 10.1080/09500693.2017.1294783)

Cruwys, T., Gaffney, A. M., Skipper, Y. (2017) Uncertainty in transition: The influence of group cohesion on learning. Routledge

Nash, C., Nesterova, Y., Primrose, K., Chan, W.Y.A., Rios, R.A., Flores, M.J.V., Zowmi, A. (2017) Youth-led Guide on Prevention of Violent Extremism Through Education.