School of Education

(2026) Trauma-Informed Practice in Education: Making Safe Spaces for Learning.

Carmi, T., Tamir, E. (2026) Reflective or transmissive, is there a superior learning approach? Lessons from mentoring relationships. Teaching and Teacher Education, 175, (doi: 10.1016/j.tate.2026.105460)

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.

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,

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

McKinney, S. J., Farrar, J. (2026) Peace and rebuilding higher education in Gaza. Open House, 334,

Kennedy, B. L., Bekir, S., Henrichs, L. (2026) An illustrative case study of researcher roles and challenges in a Dutch school-level research-practice partnership. Studies in Educational Evaluation, 88, (doi: 10.1016/j.stueduc.2026.101558)

Anderson, S., Cooper, C. M. (2026) Cultivating enduring social responsibility in financial literacy: a perspective from Scotland. Routledge

Gibson, L., Soussi, E. (2026) Mattering as a Core Need in Children and Adolescents: Theoretical, Clinical, and Research Perspectives. By Gorden L. Flett. Pp 352. Washington, DC: American Psychological Association. 2025. £53.10 (pbk), £48.01 (ebk). ISBN: 978-1-4338-4278-8(pbk), ISBN: 978-1433842795 (ebk) British Journal of Educational Studies, (doi: 10.1080/00071005.2026.2632473)

Boath, L., Mio, C., Smith, C., McKinney, S. (2026) Who benefits from science experiences beyond the teacher-led? A study of the perceptions and experiences of children and young people (aged 8-14) in Scotland. Scottish Educational Review, (doi: 10.1163/27730840-bja10051)

Peart, M. (2026) AI in Education: Ethical Understanding and Application: A Reflective Toolkit for Integrating Digital Technologies and AI into Education.

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)

Quinn, N., Soussi, E., McCandlish, A. (2026) Talking all things SoTL with Nick Quinn.

Kennedy, A., Carse, N., Mohammed, K., Valdelièvre, M., Garbett, D. (2026) Advancing equity in Scotland: developing race-cognisant policy in teacher education. Education Policy Analysis Archives, 34, (doi: 10.14507/epaa.34.9015)

Carmi, T., Dammerer, J. (2026) An ecological perspective on mentoring: Austrian and Israeli academic depictions of mentor-teachers’ work. Brill

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

Zembat, I. Ö. (2026) Demystifying Mathematics Teaching and Learning in Primary+ Contexts. Scottish Universities Press

Rodolico, G., Piazza, R., Castiglione, G., Failla, E. (2026) Rethinking education through generative-AI: ethical challenges and pedagogical implications in the Italian and UK systems. Routledge

Brack, K., Kennedy, A., McLeod, D. (2026) Using insight from teachers’ stories of Professional Update to enhance policy and practice.

Özgeldi, M., Aydin, U. (2025) Investigating preservice mathematics teachers’ formative assessment strategies across mathematical competency demands. European Journal of Teacher Education, (doi: 10.1080/02619768.2025.2603926)

McKinney, S., Farrar, J. (2025) Unaccompanied children in England and the United Kingdom. Educazione Interculturale, 23, pp. 38-48. (doi: 10.6092/issn.2420-8175/22854)

Piazza, R., Rodolico, G., Failla, E., Castiglione, G. (2025) GenAI and the purposes of education: educators’ perceptions through Biesta’s model of qualification, socialisation, and subjectification. Journal of Inclusive Methodology and Technology in Learning and Teaching, 5,

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

Gibson, L., Mclaren, E., McKinney, S. (2025) Poverty Experienced by First-Year Students in Initial Teacher Education in Scotland.

Mclaren, E., Gibson, L., McKinney, S. (2025) Poverty Experienced by Teaching Students in Higher Education in Scotland.

Wright, P., Mio, C., Angier, C. (2025) Promoting Socially-Just Mathematics Teaching Practices.

Mio, C., Marshall, S. (2025) Scottish Teachers’ Conceptions of Numeracy.

McHugh, P. (2025) John Henry Newman and the Existence of God. New Blackfriars, (doi: 10.1017/nbf.2025.10127)

Jaap, A., Mcadam, J. E. (2025) Demystifying and framing SoTL: exploring the meaning and purpose of scholarship in a School of Education. Journal of Perspectives in Applied Academic Practice, 13, pp. 135-139. (doi: 10.56433/20v9y819)

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

Soussi, E., Gibson, L. (2025) Are We Doing Enough to Support Our First-year Undergraduate Students in ITE? Reflections from Two New Course Leaders.

Dickson, B., Farrar, J., Mclaren, E., Smith, C. (2025) One school-university partnership model – ten years on. Teachers and Teaching: Theory and Practice, (doi: 10.1080/13540602.2025.2582082)

Franchi, L., O’Malley, T. P. (2025) Reimagining the Catholic University with Pieper, Newman, and Dawson: Contemporary Insights on Liberal Learning and Leisure. Routledge

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)

Breslin, M., Mitchell, J. (2025) Beyond the classroom: strengthening pupil engagement, attendance and belonging through alternative education and community partnerships. Scottish Educational Review, (doi: 10.1163/27730840-bja10032)

Breslin, M. (2025) Beyond the Classroom: Strengthening Pupil Engagement, Attendance, and Belonging.

Soussi, E., Labrosse, N., Rivera, E. (2025) Special episode focussing on inclusivity and assessment for quantitative disciplines. With Nic Labrosse and Errol Rivera. Interview by Eilidh Soussi.

Anderson, S. K., Davies, A. J., Lofthouse, R., Phillips, D., Ozsezer Kurnuc, S., Jain, P. (2025) A comparative analysis of professional teacher standards across the UK home nations of England, Scotland, and Wales. Teacher Educator, 60, pp. 531-570. (doi: 10.1080/08878730.2025.2509163)

Clarke, M., Kennedy, A. (2025) A psychosocial reading of teacher agency. Teachers and Teaching: Theory and Practice, 31, pp. 1084-1099. (doi: 10.1080/13540602.2024.2401090)

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)

Mcgregor, A., McNamara, C., Ramjan, C., Eisler, L., Vovides, A. (2025) Project Eisirean | Native Oysters: Integrating Traditional Ecological Knowledge in Nature Restoration Work Through Scottish Place-Names.

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.

Peart, M., Robinson, L., Rodolico, G. (2025) Reflective toolkit for embedding digital technology and AI into teaching practices.

Franchi, L. (2025) Promoting Catholic culture in education: critical reflections on the work of Professor John Sullivan. Routledge

Peart, M., Kelly, S., Mier, C. (2025) Pre-service and in-service teachers’ educational use of technology in Primary and Secondary Schools across Glasgow City Council. (doi: 10.36399/gla.pubs.361694)

Tonner, P., Odena, O., Dickson, J., Jaap, A., Pincock, D., Potter, R. (2025) Wayfarers: confronting the past through traditional music in schools. International Journal of Music Education, 43, pp. 534-547. (doi: 10.1177/02557614231205307)

Birgili, B., Aydin, U., Fell Kurban, C. (2025) Investigating the appropriateness of a course evaluation model: preservice teachers’ flipped learning experience. Journal of Qualitative Research in Education, 43, pp. 185-213. (doi: 10.14689/enad.43.2105)

Breslin, M. (2025) Beyond the Classroom: Strengthening Pupil Engagement, Attendance, and Belonging through Alternative Education and Community Partnerships.

Anderson, S. (2025) From Policy to Lived Experience: Five Provocations from the Learner’s Perspective.

Franchi, L. (2025) Researching Catholic education: communicating the tradition. Springer

McHugh, P. (2025) Using Generative AI to Help Develop Game-based Elements for Teacher Education.

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.

Mclaren, E., Gibson, L., McKinney, S. J. (2025) Poverty experienced by initial teacher education students in Scotland. Scottish Educational Review, (doi: 10.1163/27730840-bja10027)

McKinney, S., McLaren, E., Gibson, L. (2025) Beyond the Classroom: An Exploration of Hidden Poverty Experienced by Student Teachers in Scotland.

Breslin, M. (2025) Beyond the Classroom: Strengthening Pupil Engagement, Attendance and Belonging through Community Partnerships.

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

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.

Anderson, S., Farrar, J., Lappin, M., Mclaren, E., Smith, C. (2025) Revisioning School Experience Partnerships.

MacDonald, A., Smith, C., Gibson, L., Soler, L., Odedra, S. (2025) Rural vs Urban: Are There Differences in the Delivery of Practical Chemistry in Secondary Education in Scotland?

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

Jones, N., Cowhitt, T. (2025) Implementing Practitioner Enquiry through Research Practice Partnership.

Zembat, I.O., Bingolbali, E., Aydin, U. (2025) Modelling the interrelations of mathematics teachers’ knowledge, language and content-specific noticing.

Boath, L., Mio, C. (2025) Pre-service Teachers’ Understanding of Goodwin’s Domains of Knowledge.

Jones, N., Earnshaw, H. (2025) Student experiences of academic transition: undergraduate STEM to postgraduate Social Science. Journal of Perspectives in Applied Academic Practice, 13, pp. 109-126. (doi: 10.56433/my9hrj96)

Mckee, C. (2025) A Way of Being: Attachment-informed, Trauma-aware Education for Student Teachers.

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

Aydin, U., Lopez, A., Mitchell, A. (2025) Leading Socially Just Learning Environments: From Rhetoric to Transformative Change.

Farrar, J., McColl, M. (2025) Pedestals or portals? Representations of museums and museum learning in and through children's literature. Routledge

Soussi, E., Gibson, L., Anderson, S. (2025) How practitioner enquiry can empower a school’s workforce. Tes Magazine, 2025,

Anderson, S., Davies, A., Jain, P. (2025) Duplexity and Tensegrity: Rethinking Complexity and Sustainability in Higher Education.

Wright, P., Angier, C., Goodland, J., Hilton, C., Hizli Alkan, S., Ineson, G., Kaur, B., Mio, C., Povey, H. (2025) Critical Mathematics Education (CME) Working Group: Promoting Socially Just Mathematics Teaching (PSJMT)

Aydin, U., Ozgeldi, M., Gokdag, K. (2025) Bibliometric Analysis of Research on Equity and Social Justice within Mathematics Education.

Mitchell, A., Jaap, A., Hamilton, C., Gallagher, J., Kennedy, A. (2025) The Place of Expressive Arts for Human Flourishing.

Gibson, L., McKinney, S., Mclaren, E. (2025) Poverty Experienced by Students in Higher Education.

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)

Brack, K., Kennedy, B. L. (2025) A’ cumail taic ri Tidsearan gus a dhol an sàs ann an Rannsachadh. Geàrr-phàipear Rannsachaidh. (doi: 10.36399/gla.pubs.355134)

Kennedy, B. L. (2025) A’ dèanamh Cheanglaichean eadar Rannsachadh is Teagasg tro Chompàirteachasan Rannsachaidh is Teagaisg. Geàrr-phàipear Rannsachaidh. (doi: 10.36399/gla.pubs.355112)

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. (2025) Connecting Research and Practice Through Research Practice Partnerships. Research Brief. (doi: 10.36399/gla.pubs.355111)

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)

Brack, K., Kennedy, B. L. (2025) Supporting Teacher Engagement with Research. Research Brief. (doi: 10.36399/gla.pubs.355132)

Mio, C., Marshall, S. (2025) Conceptions of Numeracy.

Imperiale, M. G. et al. (2025) LINEs4Palestine.

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

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)

Reilly, F. S., Coll, R. (2025) Footprints by the sea: pathways into teaching the Catholic Intellectual Tradition. Springer Nature

Anderson, S., Mclaren, E., Mio, C. (2025) Mapping curriculum in higher education: unveiling alignment, complexity, and ideology. Open Scholarship of Teaching and Learning, 4, pp. 181-207. (doi: 10.56230/osotl.110)

Wright, P., Jagdev, M. K., Kaur, B., Mio, C., Tierney, N. (2025) Promoting Socially Just Mathematics Teaching.

Mio, C., Jagdev, M. K., Kaur, B., Tierney, N., Wright, P. (2025) Socially Just Approaches to Teaching Mathematics.

Jones, N., Sheridan, L. (2025) International postgraduate taught students’ perspectives on resources to support learning transitions: a preliminary case study. Open Scholarship of Teaching and Learning, 4, pp. 142-165. (doi: 10.56230/osotl.122)

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

Cowhitt, T., Boath, L. (2025) Social Networks in Schools: Promising Intervention Approaches Linking Schools and Universities: Using SNA to Develop and Evaluate Inter-organisational Engagement Strategies for Collaborative Improvement.

Anderson, S. (2025) From Policy to Practice: Learning for Sustainability in ITE in Scotland.

Carmi, T., Guberman, A., Cohen Brandeis, R. (2025) PLC tools: promoting learning about learning in a teachers’ professional community. Professional Development in Education, 51, pp. 231-246. (doi: 10.1080/19415257.2022.2077409)

Franchi, L. (2025) Catholic action in Scotland: the early years of the Guild of Catholic Teachers. Boydell & Brewer

Monserrat-Sierra, M.C., Peart, M. (2025) La investigación educativa al servicio de la escuela y la práctica educativa = Educational research at the service of schools and practitioners. Graó Editorial

(2025) La organización del centro escolar y los retos de una sociedad global y digital = School organisation and the challenges of a global and digital society.

Manchado-Nieto, C., Peart, M. (2025) Procesos de calidad y evaluación de los centros educativos = Quality assurance and assessment in schools. Graó Editorial

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

Rodolico, G., Hirsu, L., Veitch, N., Donald, C. (2025) A dynamic partnership that’s collaborating on innovation in education.

Kennedy, A., Foreman, L. (2025) Leading Professional Learning.

Valdelièvre, M., Carse, N., Garbett, D., Kennedy, A., Mohammed, K. (2025) Anti-racism in Scottish education policy: self-study. Culture, race and intersectionality: assest and challenges for leading educaitonal effectiveness and improvement, pp. 5-6.

McKinney, S. J., Farrar, J. (2025) Education and human rights in Afghanistan. Open House, 324,

Corrigan, A., Breslin, M. (2025) Lived Experience as Expertise: Learning to Reframe Persistent Absence and School Exclusion Using Community Partnership to Support Schools.

McKinney, S., Fodey, C. (2025) Mungo Festival lifts the curtain on Glasgow’s big anniversary year. Flourish, Feb, pp. 18.

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

Mio, C., Jagdev, M. K., Wright, P., Povey, H. (2025) Weaving together the threads of Indigenous knowledge and mathematics: Reflections from reading group meeting.

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)

Aydin, U., Özgeldi, M. (2025) Enstrümasyon [Instrumentation] Nobel Yayıncılık [Nobel Publishing]

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)

McKinney, S., Mclaren, E., Gibson, L. (2025) Student poverty. Open House, 329,

Aydin, U., Özgeldi, M., Dalkılınç, F. (2025) Translation, adaptation, and validation of the Children’s Mathematics Anxiety Scale into Turkish. Pegem Journal of Education and Instruction, 15, pp. 99-111. (doi: 10.47750/pegegog.15.03.11)

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)

Mio, C., Marshall, S. (2024) Numeracy has had its day. SMC Journal, 54, pp. 32-35.

Aydin, U. (2024) What’s Metacognition Got to Do with the Relationship Between Test Anxiety and Mathematics Achievement?

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)

Breslin, M., Mitchell, J. (2024) Connecting Communities and Collective Identities: Promoting Belonging, Inclusion Strengthening Relationships and Cultivating Partnerships Through Equitable Education and Physical Activity Intervention, to Support the Pupil Well-Being Pupil and Engagement in Secondary Education.

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

Jones, N., Sneddon, P., Main, B. (2024) Physicists Are Key to Ensuring Our Future in a Fragile World but Where Will They Come from if No One Teaches Them Physics?

Gibson, L., Mclaren, E., McKinney, S. (2024) Poverty Experienced by Students in Higher Education in Scotland.

Breslin, M., Rodolico, G., Mariani, A. (2024) Promoting Student Well-Being and Global Connections: Strategies for Enhancing Collaborative Online International Learning, lessons learned for the Post-Covid Era.

Jones, N., Earnshaw, H. (2024) Surviving and Thriving: Pre-service Science Teachers Navigating the Transition from STEM to Education.

Rodolico, G., Breslin, M., Mariani, A., Dinger, C., Dashaputre, N., Abodunrin, A. (2024) Collaborative Online International Learning (COIL) Explained Through the Critical Lens of Tutors and Students.

Aydin, U. (2024) Mathematics Education in the Digital Age: Teaching, Learning, and Assessment.

Mio, C., Boath, L., Curley, A., McKinney, S. (2024) The Impact of a Reading Group on Professional Learning and Teacher Educator Identity.

Conroy, J. C., Anderson, S. K. (2024) Teacher Competence Frameworks and Expert Judgment.

McLaughlin, K. (2024) What is a Plenary?

Day, S., Thomson, S., Jaap, A., McKinney, S. J. (2024) Celebrating 50 Years of SERA Volume 2. Editorial. Researching Education Bulletin, 2, pp. 2-3.

Mitchell, A., Kennedy, A. (2024) Exploring ethical imperatives in partnership: the development of a SERA Network. Researching Education Bulletin, 2, pp. 13-20.

Aydin, U., Birgili, B., Fell Kurban, C. (2024) Assessing the Relevance of a Course Evaluation Model: Fostering Engaged Learning in Preservice Teachers through Flipped Classroom Experiences.

Mio, C., Boath, L., Curley, A., McKinney, S. (2024) Developing Scholarship: The Value of a Research Reading Group in Higher Education ITE.

Peart, M., Higgins, S., Gutiérrez-Esteban, P., Cubo Delgado, S. (2024) Digital and socio-civic skills development and young people’s perceptions of digital citizenship in the UK. Education, Citizenship and Social Justice, 19, pp. 463-475. (doi: 10.1177/17461979231170232)

Aydin, U., Özgeldi, M. (2024) Exploring Preservice Mathematics Teachers' Perceptions and Responses to Student Mathematical Errors: An Analysis of Error Management Approaches.

Mclaren, E., Gibson, L., McKinney, S. (2024) Poverty Experienced by Students on an ITE Programme in Scotland.

Liebhaber, N., Ramjan, C., Frick, M., Mannion, G., Keller, L. (2024) Transformative climate change education and the school caretaker: a more-than-human analysis with young people. Environmental Education Research, 30, pp. 2057-2072. (doi: 10.1080/13504622.2023.2286936)

Mckee, C. (2024) Attachment-Informed, Trauma-Aware Policy and Practice in Scottish Education.

Kennedy, B. L., Çolak, F. Z., Kremer, S., Doornhof, J. (2024) How past experiences of being a student from a racially nondominant background shape the practices of current teachers in Dutch schools. Teaching and Teacher Education, 148, (doi: 10.1016/j.tate.2024.104684)

Kennedy, B. L., Junker, R. (2024) The evolution of “loaded moments” toward escalation or de-escalation in student–teacher interactions. Review of Educational Research, 94, pp. 660-698. (doi: 10.3102/00346543231202509)

Cowhitt, T., Brown, J. T., Antonio, L. A. (2024) The emergence and evolution of ambiguous ideas: an innovative application of social network analysis to support systematic literature reviews. Scientometrics, (doi: 10.1007/s11192-024-05144-7)

Mariani, A. M., Rodolico, G., Breslin, M., Marsico, E. (2024) Internationalisation Experience on a Digital Platform and Its Impact on Self-efficacy: The Results on a Sample of Initial Teacher Education Students. (doi: 10.1007/978-3-031-67351-1_4)

Anderson, S., Conroy, J., Ozsezer-Kurnuc, S., Jain, P., Davies, A. (2024) Reliability and Consistency in Judging New Teacher Practices – Why Does It Matter?

Tishenina, M., Brown, C., Casebourne, I., Davies, R., Rodolico, G., Aldridge, D. (2024) Navigating the Impact of Generative AI on Student Subjectification in Higher Education.

Anderson, S. (2024) Judging Teaching Effectiveness During Initial Teacher Education: Examining the Duplexity of Professional Judgment and Consistency.

Anderson, S. (2024) Judging teaching effectiveness during initial teacher education: Examining the duplexity of professional judgment and consistency.

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)

Anderson, S. K., Ozsezer-Kurnuc, S., Jain, P. (2024) Judging student teacher effectiveness: a systematic review of literature. British Journal of Educational Studies, 72, pp. 553-585. (doi: 10.1080/00071005.2024.2374070)

Aydin, U., Özgeldi, M. (2024) Preservice Mathematics Teachers’ Appraisal of Competency Demands in a Mathematical Task.

Aydin, U., Özgeldi, M. (2024) What’s metacognition got to do with the relationship between test anxiety and mathematics achievement? European Journal of Psychology of Education, 39, pp. 2509-2529. (doi: 10.1007/s10212-024-00797-7)

McHugh, P. J. (2024) Franchi L. Thomas Shields and the Renewal of Catholic Education. Washington: Catholic Education Press, 2023. Innes Review,

Evans, D., Little, C., Alves, I., Boath, L., Basit, A. (2024) Exploring The Complexities and Multifaceted Nature of Teacher Preparedness.

Jaap, A. (2024) Celebrating half a century of excellence in educational research: The legacy of BERA & SERA. Research Intelligence, pp. 9.

Blackman, A. (2024) Inhabiting the kingdom: theologies of nonviolence in the catholic worker movement. Studies in Christian Ethics, 37, pp. 606-618. (doi: 10.1177/09539468241258962)

Carmi, T., Vander Bechor, S., Tamir, E. (2024) Competing practice-based mentoring frameworks for student-teachers: between quasi-residency and expedited alternative teacher preparation. European Journal of Teacher Education, (doi: 10.1080/02619768.2024.2384480)

Jones, N. (2024) Reflections on potential tensions in the knowledge base of ‘novice teacher educators’

Robinson, L. (2024) Enhancing Initial Teacher Education with Generative AI.

Rodolico, G., Hirsu, L. (2024) Virtual reality (VR) in education: A game changer or smoke and mirrors?

McHugh, P. J. (2024) John Henry Newman: shaping the philosopher. Heythrop Journal, 65, pp. 360-379. (doi: 10.1111/heyj.14329)

Kennedy, A. (2024) The fragility, complexity and interdependence of the global ecosystem of teacher professional learning. Professional Development in Education, 50, pp. 595-596. (doi: 10.1080/19415257.2024.2368341)

Anderson, S. (2024) Duplexity in Judging Teaching Effectiveness: An Emerging Model of Dynamic, Adaptive Systems Thinking in Teacher Education.

Jones, N. (2024) Enhancing Science Learning Through the Arts.

Wright, P., Chikvaidze, M., Mio, C., Inan, G., O'Brien, K. (2024) Developing ‘deep mathematical thinking’ in geometry with 3- and 4-year-olds: Reflections from the seventh reading group meeting.

Nikou, S. A., Rodolico, G., Hirsu, L., Antoniou, C. (2024) Integrating immersive technologies and generative AI in education: critical issues and future pathways. Researching Education Bulletin, 1, pp. 31-35.

McKinney, S. J., Jaap, A., Day, S., Thomson, S. (2024) Introduction. Researching Education Bulletin, 1, pp. 3-6.

McKinney, S., Wilson, A., Shanks, R., Robson, D., Moscardini, L., Mtika, P., McKendrick, J., MacDougall, L., Lowden, K., Lord, K., Jaap, A., Hunter, K., Hall, S., Graham, A., Darling-McQuistan, K. (2024) The effects of poverty on school education – research from the Poverty and Education Network. Researching Education Bulletin, 1, pp. 42-46.

Hammond, L., Quirke, W., Curley, A., Milne, J. (2024) Geography in the Broad General Education in Scotland: tensions, opportunities and suggestions for the future. Teaching Geography, 49, pp. 69-72.

Coll, R., Reilly, S. (2024) Inscribed in the very heart of their identity: recruitment, retention, and formation of faith leaders in Catholic primary schools in Scotland. Springer

McKinney, S. J., Fodey, C., Lappin, M. (2024) The life and ministry of Jesus: a model of emotionally intelligent leadership for catholic schools. Springer

Wright, P., Jagdev, M. K., Mio, C., Hilton, C. (2024) Critical Mathematics Education (CME) Working Group Discussion: ‘How Can Mathematics Teacher Educators Promote Socially Just Pedagogies and Practices Amongst Practitioners?’ (Working Group)

Moscardini, L., Cameron, M., Clark, C., McNeil, N. S. G., Mitchell, C., Nys, D., Jaap, A. (2024) Our Café Nero sessions: supporting student teachers to develop their understanding of inclusive practice through problem‐based learning. Support for Learning, 39, pp. 85-90. (doi: 10.1111/1467-9604.12475)

Anderson, S. (2024) Experiences in sustainability education: an American Fulbright Scholar's journey from Norway to Scotland. Fulbright Chronicles, 3, pp. 41-47.

Farrar, J., Simpson, A. (2024) Pre-service teacher knowledge of children's literature and attitudes to Reading for Pleasure: an international comparative study. Literacy, 58, pp. 216-227. (doi: 10.1111/lit.12360)

Franchi, L. (2024) Shared Mission: Religious Education in the Catholic Tradition, Revised Edition. Catholic Education Press / Catholic University of America Press

Jaap, A., Robb, A. (2024) Expressive arts and the case for a central role in Scottish primaries. Times Educational Supplement Scotland,

Kennedy, B. L., Murphy, A. S. (2024) Frame Shifting for Teachers: Developing a Conscious Approach to Solving Persistent Teaching Dilemmas. Routledge

Breslin, M., Rodolico, G., Mariani, A.-M. (2024) Promoting Student Well-being and Global Connections: Strategies for Enhancing Collaborative Online International Learning, lessons learned for Post-Covid.

Rodolico, G., Breslin, M., Brown, R., Dashaputre, N., Abodunrin, A., Mariani, A., Dinger, C. (2024) Unpacking the Impact of Collaborative Online International Learning (COIL) on Tutors and Students: A Critical Reflection.

Day, S., Jaap, A., McKinney, S., O’Hara, J. (2024) Social Justice in Scottish Education Explored through Learning for Sustainability, Expressive Arts, and Poverty.

Carmi, T. (2024) Reframing high-quality mentoring: between teacher mentoring and visions of teaching as a profession. Journal of Teacher Education, 75, pp. 186-202. (doi: 10.1177/00224871231200276)

McKinney, S. J., Farrar, J. (2024) Role models for the future? The evolving dialogue on minority ethnic teachers in 21st century Scotland. Open University

Anderson, S., Nesterova, Y. (2024) Using arts-based methods to engage with youth and other vulnerable populations.

Kennedy, A. (2024) Challenges in teacher education: global influences and local solutions. Educação, Sociedade & Culturas, pp. 1-15. (doi: 10.24840/esc.vi67.779)

Anderson, S., Conroy, J. (2024) The Role of Professional Judgement in Teacher Evaluation in an Era of De-Professionalization.

Greany, T., Cowhitt, T., Downey, C. (2024) Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis. Journal of Educational Change, 25, pp. 151-172. (doi: 10.1007/s10833-023-09485-7)

Kennedy, A. (2024) Exploring the link between quality and curricula in initial teacher education. British Educational Research Association

Gangone, L., McMahon, M., Anderson, S., Ledger, S., Jain, P. (2024) Growing Our Work in Internationalization - Invited International Presentation.

Anderson, S., Jain, P. (2024) Reliability and Consistency in Judging New Teacher Practices – Why Does it Matter?

Anderson, S., McMahon, M. (2024) An Anti-Racist Framework for Teacher Education Programmes: Six Areas for Action.

Cormack, E. E., Breslin, M., Hand, C. J. (2024) Menopause Goals: A mixed-methods evaluation. (doi: 10.36399/gla.pubs.350260)

McKinney, S. J., Fodey, C. (2024) Mungo Festival celebrates Glasgow patron. Flourish, 2024, pp. 4.

Gangone, L. M., Anderson, S., McMahon, M. (2024) Lunch with Lynn – Internationalization.

Jones, N. (2024) Informing thinking of teacher educators using value dilemmas of primary school teachers.

Jackson, C., Mio, C., Neman, A., O'Brien, K., Povey, H., Wright, P. (2024) Teacher noticing from a sociopolitical perspective: Reflections from the sixth reading group meeting.

Leon, R. (2024) "Interreligious Studies: An Introduction" by Rachel S. Mikva. Theology in Scotland, 31, pp. 83-86. (doi: 10.15664/tis.v31i1.2762)

Farrar, J., Arizpe, E., Lees, R. (2024) Thinking and learning through images: a review of research related to visual literacy, children’s reading and children’s literature. Education 3-13, 52, pp. 993-1005. (doi: 10.1080/03004279.2024.2357892)

Anderson, S. K., Nesterova, Y. (2024) Engaging young people in peace education research: using an arts based approach to gain congruence through democratic methods. International Journal of Qualitative Methods, 23, pp. 1-12. (doi: 10.1177/16094069241257944)

Hamilton, L., Jaap, A. (2024) Pre-service teachers and conceptions of intelligence in the Scottish context: challenging a unidimensional view. Teacher Development, 28, pp. 81-103. (doi: 10.1080/13664530.2023.2246934)

Anderson, S., Grave, S., Terras, K. (2024) The student voice: recommendations for supporting the success of graduate students with disabilities in online courses. American Journal of Distance Education, 38, pp. 3-23. (doi: 10.1080/08923647.2022.2142027)

Franchi, L. (2024) Catholic social teaching and the role of the state in education. St Mary’s University Press

Peart, M., Ayuso del Puerto, D. (2024) Project-based learning with Virtual Reality (VR), Augmented Reality (AR) and Open Educational Resources = Aprendizaje basado en proyectos con realidad virtual y realidad aumentada mediante recursos educativos abiertos. Ediciones Octaedero

Farrar, J. (2024) Scottish poetry in the Scottish secondary classroom: seeing beyond the set texts. Scottish Literature International, an imprint of the Association for Scottish Literature

Blackman, A. (2024) The Catholic worker movement as a British phenomenon and its influence on lay Catholic political resistance in the UK. The Catholic Archives Society

Tonner, P., Odena, O., Dickson, J., Jaap, A., Pincock, D., Potter, R. (2024) The Wayfarers.

Curley, A. (2024) Transition. Counselling in Scotland, 23/24, pp. 15-18.

McHugh, P. (2024) Trust redundant: St John Henry Newman and William James on the eviction of the person from philosophy. EducA: International Catholic Journal of Education, 10, pp. 48-67.

McDonnell, N., Hirsu, L., Rodolico, G., Savickaite, S., Latkovskis, I., Chapronniere, L., SEER (Scoping Extended Educational Realities), (2024) XRed: Preparing for Immersive Education [Report]

McDonnell, N., Hirsu, L., Rodolico, G., Savickaite, S., Latkovskis, I., Chapronniere, L., SEER (Scoping Extended Educational Realities), (2024) XRed: Preparing for Immersive Education [Whitepaper]

Falvey, J., Anderson, S. K. (2023) Meeting the needs of learners with type 1 diabetes in UK primary schools: A systematic literature review of comparative practices. Research, Advocacy, and Practice for Complex and Chronic Conditions, 2,

Tasler, N., Dale, V. H. M., Breslin, M., Charters, M., Docherty, F. T., Karlsson-Brown, P. S., Karadaglic, D., Reid, D., Robertson-Kirkland, B. (2023) Risks, reflection, rewards, and resistance: academic perspectives on creative pedagogies for active learning. Journal of Perspectives in Applied Academic Practice, 11, pp. 80-96. (doi: 10.56433/jpaap.v11i3.585)

Jones, N. (2023) SOLO: a framework for thinking skills - #UofGSoTL.

Mio, C., Jones, N. (2023) Interconnecting Science and Maths learning: proportional reasoning. SMC Journal, 53, pp. 41-46.

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: Building practical understandings of Curriculum for Wales. (doi: 10.36399/gla.pubs.325720)

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. (doi: 10.36399/gla.pubs.350189)

Zembat, I. Ö., Gürhan, S. (2023) Constructing quadrilateral hierarchy using dynamic geometry environments. SMC Journal, 53, pp. 47-51.

Abodunrin, A., Rodolico, G., Breslin, M., Mariani, A. (2023) From Compliments to ‘Otherness’: Raciolinguistic Analysis of a Collaborative Online International Learning Experience of Pre-Service Teachers.

Hamilton, L., Jaap, A. (2023) Pre-service Teachers and Conceptions of Intelligence in the Scottish Context: Challenging Ability Orthodoxies.

Jaap, A., Moscardini, L. (2023) Supporting Primary Teachers in Classroom Music Through Lesson Study.

McKinney, S., Farrar, J. (2023) The Impact of Armed Conflict on Children, Poverty and Education Symposium.

Anderson, S., Farrar, J., Lappin, M., Mclaren, E., Smith, C. (2023) Revisioning School Experience Partnerships in Initial Teacher Education.

Anderson, S. K. (2023) Navigating the Reform Agenda: A Few Considerations for Government’s Role. Learning and Unlearning: Scholarship of Teaching and Learning in the School of Education,

Anderson, S. (2023) Teacher Education in Scotland: Policy, Quality, Standards, and the Judgement of Competency.

McKinney, S., Lappin, M., Fodey, C., Hand, C. (2023) The Emotionally Intelligent Leader in a Catholic School: The Example of Jesus as Represented in the Gospels.

Blackman, A. (2023) Theological Foundations of Environmental Justice in Catholic Social Teaching.

Anderson, S., McMahon, M. (2023) A partnered approach to quality assurance in educator preparation. Information Age Publishing

Zembat, I. Ö., Gürhan, S. (2023) Fostering a student's abstraction of the relationship between parallelogram and trapezoid within quadrilateral hierarchy. Investigations in Mathematics Learning, 15, pp. 241-265. (doi: 10.1080/19477503.2023.2209430)

Govender, N., Farrar, J. (2023) Introduction to critical literacies & social media. English in Education, 57, pp. 252-261. (doi: 10.1080/04250494.2023.2268401)

Jaap, A., Moscardini, L., Robb, A., Chappell, K., Slattery, E. (2023) The State of the Arts in Scottish Education.

Mariani, A. M., Rodolico, G., Breslin, M., Marsico, E. (2023) An Internationalisation Experience on a Digital Platform for Initial Teacher Education Students: the Impact on Self-Efficacy.

Rodolico, G., McGuire, W., Sisi, M., McLeish, N. (2023) Nameless and Voiceless: The Evolution of an Action-Research Student/Teacher National Teaching Repository Webspace.

Blackman, A., Jones, D., Kimmage, M., Linden, I. (2023) War Without End in Ukraine?

Anderson, S., Jain, P., Ozsezer Kurnuc, S. (2023) Professional Judgement and Standard Frameworks: Exploring Duplexity in Assessment of Teachers' Practices.

Blackman, A. (2023) Review of 'Dancing with Loneliness' Pastoral Review, 19,

Jones, N. (2023) Collaboration in Professional Enquiry – Govan High School and University of Glasgow.

Boath, L., Shimi, J., Campbell, L. (2023) Developing Sustainable Partnerships for Integrating Initial Teacher Education and Induction.

Rodolico, G., Hirsu, L. (2023) The Impact of a VR-supported Intervention on Pre-service Teachers’ VR Technological and Pedagogical Content Knowledge.

Rodolico, G., Simpson, D., Barrett, G. (2023) A podcast into the chapter Tutors, Students and Other Stakeholders at the Roundtable: A Matter of Equal Partnership. IN Roundtable: A Matter of Equal Partnership IN: S. Abegglen, T. Burns, & S. Sinfield, (Ed.), Collaboration in Higher Education (pp. 110-114). London: Bloomsbury Academic.

Anderson, S., Mclaren, E., Muhammad, K., Smith, C. (2023) Connecting with Scottish Research in Didactics.

Day, S., Jaap, A., Black, E., McKinney, S., Mouroutsou, S. (2023) ‘Promoting and Sustaining High-Quality Educational Research’ – the Role of Scottish Education Research Association (SERA)

Jaap, A. (2023) The place and value of composition in the music curriculum in Scotland. Routledge

Carmi, T., Tamir, E. (2023) Who learns to teach? Student-teachers as change agents, mentor-teachers as learners. European Journal of Teacher Education, 46, pp. 654-670. (doi: 10.1080/02619768.2021.1975677)

Anderson, S. (2023) Why Does Consistency in Assessing Teacher Education Students’ Practices Matter?

Mclaren, E. (2023) Exploring Food and Nutrition Education And Supporting Pupils’ Capabilities in Adopting Health Promoting Behaviours.

Kennedy, B. L., Habraken, M., Melfor, S. (2023) Assaults on belonging: how Dutch youth without ‘blue eyes, cheese, and clogs’ experience everyday racism in educational contexts. Race, Ethnicity and Education, 26, pp. 642-662. (doi: 10.1080/13613324.2023.2183514)

Rodolico, G., Simpson, D., Barrett, G. (2023) Tutors, students, and other stakeholders at the roundtable: a matter of equal partnership. Bloomsbury Academic

Mio, C., Dombi, E. (2023) Changes in engineering students’ surface and deep approaches to learning in first- and second-year university courses. Open Scholarship of Teaching and Learning, 2, pp. 115-137. (doi: 10.56230/osotl.50)

Anderson, S., Tonner, P. (2023) A post-critical pedagogy for sustainability: engaging the head, heart, and hands. Open Scholarship of Teaching and Learning, 2, pp. 163-172. (doi: 10.56230/osotl.54)

Rodolico, G., McGuire, W., Sisi, M. (2023) Nameless and voiceless: the evolution of an action-research student/teacher National Teaching Repository webspace. Journal of Perspectives in Applied Academic Practice, 11, pp. 9-17. (doi: 10.56433/jpaap.v11i2.547)

Jones, N. (2023) STEM outreach – Is enthusiasm, expertise or collaboration key?

Kennedy, A., Stevenson, H. (2023) Beyond reproduction: the transformative potential of professional learning. Professional Development in Education, 49, pp. 581-585. (doi: 10.1080/19415257.2023.2226971)

Aydin, U., Birgili, B. (2023) Assessing mathematical higher-order thinking skills: an analysis of Turkish university entrance examinations. Educational Assessment, 28, pp. 190-209. (doi: 10.1080/10627197.2023.2202311)

Carmi, T., Tamir, E. (2023) An emerging taxonomy explaining mentor-teachers’ role in student-teachers’ practicum: what they do and to what end? Teaching and Teacher Education, 128, (doi: 10.1016/j.tate.2023.104121)

McCarthy, E., Blackman, A. (2023) Introduction: nonviolence and just peace in Catholic social thought and practice. Journal of Catholic Social Thought, 20, pp. 219-221. (doi: 10.5840/jcathsoc202320216)

Alves, I., Boath, L. (2023) Inclusive Practice in Action: Hearts, Heads, Hands.

Anderson, S., Gair, C., Gibson, C. (2023) 2 Countries, 4 Nations, 50 States: Reflecting on Cross-Atlantic Parallels in Regional Politics, Culture, and Identity between the USA and the UK.

Jones, N., McLaughlin, T., Mio, C. (2023) Enhancing STEM outreach through student-lecturer partnership.

Farrar, J. (2023) Forging Hope Creatively: Supporting Possibility Thinking with Contemporary Children’s Literature.

Jones, N. (2023) SmArts vs STEAM.

Franchi, L. (2023) Lights for the Path, by John Sullivan. Heythrop Journal, (doi: 10.1111/heyj.14234)

McKinney, S., Graham, A., Hall, S., Hunter, K., Jaap, A., Lowden, K., MacDougal, L., McKendrick, J. H., Mtika, P., Moscardini, L., Reid, L., Ritchie, M., Robson, D., Shanks, R., Stettin, S., Wilson, A. (2023) Beyond the pandemic – poverty and school education in Scotland. Scottish Educational Review, 54, pp. 238-264. (doi: 10.1163/27730840-20231002)

Franchi, L. (2023) Thomas Shields and the Renewal of Catholic Education. Catholic Education Press /Catholic University of America Press

McKinney, S. J., Farrar, J. (2023) The impact of armed conflict on school education. Educazione Interculturale, 21, pp. 1-10. (doi: 10.6092/issn.2420-8175/16970)

Evans, E. H., Pisonero, J., Smith, C. M.M., Taylor, R. N. (2023) Atomic spectrometry update: review of advances in atomic spectrometry and related techniques. Journal of Analytical Atomic Spectrometry, 38, pp. 974-999. (doi: 10.1039/D3JA90013D)

Boath, L., Shimi, J., Campbell, L. (2023) Integrating initial teacher education and induction in Scotland. Springer

Warren, C., Mio, C. (2023) Seven questions with ... Cristina Mio.

Jones, N. (2023) Is our current framework for thinking skills helping our pre-service teachers BLOOM or should we consider going SOLO?

Franchi, L. (2023) Editorial: Catholic education and the liberal arts. Religions, 14, (doi: 10.3390/rel14040539)

Zembat, I., Marshall, S., Mio, C., Ward, R., Leitch, M. (2023) Improving established maths teaching practices. Teaching Scotland, 96, pp. 44-45.

Kennedy, A., Carver, M., Adams, P. (2023) Measuring Quality in Initial Teacher Education: Final Report.

Mullaney, C., Blackman, A. (2023) An Active, Vital Peace: Nonviolence, Social Renewal, and the Contemporary Witness of the Catholic Worker.

Mckee, C., Breslin, M. (2023) Attachment-focused and trauma-aware early childhood practice. SAGE Publications

Blackman, A. (2023) The Catholic Worker Movement and the Theology of Nonviolence.

(2023) Creative Arts Special Edition. Researching Education Bulletin, 12,

Farrar, J., Stone, K. (2023) Early language and literacy development. SAGE

Marshall, S., Robinson, J. (2023) Early mathematical development. SAGE

Zembat, I. Ö., Mio, C., Aydin, U., Mclaren, E. (2023) Exploring Preservice Teachers' Use of Definitions for Trapeziums.

Greany, T., Noyes, A., Gripton, C., Cowhitt, T., Hudson, G. (2023) Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England.

Jaap, A., Day, S. (2023) Re-engaging and Re-connecting: the Continuing Evolution of the Scottish Educational Research Association (SERA) and the Educational Research Community in Scotland.

Kennedy, A., Bell, L. (2023) School-based teacher educators: a Scottish manifesto. Palgrave Macmillan

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

Pollard, A., Daly, C., Burn, K., Higgins, S., Kennedy, A., Mulholland, M., Fraser-Pearce, J., Richardson, M., Wyse, D., Yandell, J. (2023) Reflective Teaching in Secondary Schools. Bloomsbury Academic

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)

Little, C., Evans, D., Alves, I., Boath, L. (2023) Exploring Preparedness with Pre-Service Teachers.

Robinson, L. (2023) "Religion and Worldviews: The Triumph of the Secular in Religious Education" edited by L. Philip Barnes. Theology in Scotland, 30, pp. 82-86. (doi: 10.15664/tis.v30i1.2583)

Boath, L., Mio, C., McKinney, S. (2023) Laying the foundations for leadership: Research-informed teacher education. Palgrave Macmillan

Karagöz Akar, G., Zembat, İ. Ö., Arslan, S., Belin, M. (2023) Geometric transformations through quantitative reasoning. Springer

Gülseren Karagöz, A., Zembat, I. Ö., Arslan, S., Thompson, P. W. (2023) Introduction: Quantitative reasoning in mathematics and science education in the digital era. Springer

(2023) Quantitative Reasoning in Mathematics and Science Education. (doi: 10.1007/978-3-031-14553-7)

Cowhitt, T., Greany, T., Downey, C. (2023) Storytelling with networks: realizing the explanatory potential of network diagrams through the integration of qualitative data. International Journal of Qualitative Methods, 22, pp. 1-15. (doi: 10.1177/16094069231189369)

Zembat, I. Ö., Mio, C., Evans, G., Elliot, L., Kabaca, T. (2023) Teaching place value conceptually – Part II. Primary Mathematics, 27, pp. 7-9.

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: Building practical understandings of Curriculum for Wales. Executive Summary. (doi: 10.36399/gla.pubs.373265)

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)

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. Executive Summary. (doi: 10.36399/gla.pubs.373243)

Morrison-Love, D., Singh, S., Makara-Fuller, K., Evans, G., Farrar, J., Patrick, F., Ryder, N., Borquez-Sanchez, E., Sharpling, E., Valdera-Gil, F. (2023) Camau i'r Dyfodol: Cwricwlwm i Gymru: Esblygu dealltwriaeth o gynnydd mewn dysgu. Crynodeb Gweithredol. (doi: 10.36399/gla.pubs.373244)

Farrar, J., Eichorn, J., Britton, A., Anderson, S. K., McKinney, S. (2023) Developing Politically Literate Young Citizens in Scottish Education: Barriers and Opportunities.

Blackman, A. (2023) Nourishing nonviolence: Dorothy Day as exemplar and educator. Journal of Catholic Social Thought, 20, pp. 305-326. (doi: 10.5840/jcathsoc202320221)

Kennedy, A. (2023) Research for socially progressive teacher education programs. Elsevier

(2023) Special Issue: Nonviolence and Just Peace in Catholic Social Thought and Practice. Journal of Catholic Social Thought, 20,

Franchi, L. (2023) Thomas Shields, music and character formation. International Journal of Evangelization and Catechetics, 4, pp. 45-61.

Rodolico, G., Hirsu, L. (2023) Virtual Reality in education: supporting new learning experiences by developing self-confidence of Postgraduate Diploma in Education (PGDE) student-teachers. Educational Media International, 60, pp. 92-108. (doi: 10.1080/09523987.2023.2262195)

Anderson, S., Nesterova, Y. (2022) Visions of Peace: How Youth in Scotland Define Peace and What They See as Their Role in Sustaining Peace Locally.

Rodolico, G., Breslin, M., Mariani, A. M. (2022) A Reflection on the Impact of an Internationalisation Experience via Digital Platform, Based on Views, Opinions and Experiences of Students and Lecturers.

Smith, C., Mclaren, E. (2022) A Scottish-Irish Network of Primary Science Teacher Educators.

Carver, M., Adams, P., Kennedy, A., Burns, A. (2022) Reflecting on Key Findings from the Measuring Quality in Initial Teacher Education (MQuITE) Project.

Blackman, A., Reilly, S. (2022) Speaking Our Language: Catholic Social Teaching, Pupil Equity Funding and Catholic Educational Agency.

Jaap, A., Moscardini, L., Robb, A., Slattery, E., Wallace, J. (2022) The State of the Arts: the Challenge for the Arts in Primary Education in Scotland.

Hadfield, C. (2022) The importance of language in trauma-informed care of children.

Dickson, B., Farrar, J., Mclaren, E., Smith, C. (2022) Voices Across the Decade: A Review of One School-University Partnership.

Mckee, C., Breslin, M. (2022) Whose Responsibility is it Anyway? Pupil Mental Health in a Scottish Secondary School.

Mio, C., Mclaren, E., Zembat, I. Ö., Marshall, S. (2022) Challenging PGDE Mathematics Students’ Beliefs and Attitudes in the Context of Curriculum Reform.

Leslie, B., Donaldson, P. (2022) It Takes Two: Team Teaching Online During the COVID Pandemic.

McKinney, S., Jaap, A., Moscardini, L. (2022) Poverty and Education Symposium.

Coll, R., Reilly, S. (2022) Catholic teacher formation in Scotland. Springer

Anderson, S. (2022) Rethinking Initial Teacher Education: The Partnership Model.

Mckee, C., Breslin, M. (2022) Whose responsibility is it anyway? Pupil mental health in a Scottish secondary school. Scottish Educational Review, 54, pp. 49-69. (doi: 10.1163/27730840-54010004)

Rodolico, G., Breslin, M., Mariani, A. M. (2022) A reflection on the impact of an internationalisation experience via digital platform, based on views, opinions and experiences of students and lecturers. Journal of Perspectives in Applied Academic Practice, 10, pp. 30-41. (doi: 10.14297/jpaap.v10i1.513)

Hadfield, C. (2022) How to create healthy, happy people. Herald,

Anderson, S., Dunkley, R., Tonner, P. (2022) Callipolis! – Philosophy, Education, and the City.

Kennedy, A., Bell, L. (2022) School-based teacher educators: a Scottish manifesto. Palgrave Macmillan

Zembat, I. Ö., Mio, C., Evans, G., Elliot, L., Kabaca, T. (2022) Teaching place value conceptually – part I. Primary Mathematics, 26, pp. 7-10.

Franchi, L. (2022) The formation of character in education: from Aristotle to the 21st Century. International Studies in Catholic Education, 14, pp. 247-249. (doi: 10.1080/19422539.2021.1949155)

Jones, N. (2022) Visible Learning in the Science Classroom.

Kennedy, B. L., Lopez, M. P. (2022) Effectively teaching a single course in multicultural education to pre-service teachers. Teaching and Learning Inquiry, 2022, (doi: 10.20343/teachlearninqu.10.19)

Jones, N. (2022) “Are engineers better placed to learn to become physics teachers than physicists?” - #UofGSoTL.

Wright, P., Beckford-Henry, S., Breen, B., Ford, A., Ineson, G., Makonga, I., Mio, C., Pollard, L., Srinivas, S. (2022) Teaching Maths for Social Justice - Reflections from the second reading group meeting.

Evans, E. H., Pisonero, J., Smith, C. M.M., Taylor, R. N. (2022) Atomic spectrometry update: review of advances in atomic spectrometry and related techniques. Journal of Analytical Atomic Spectrometry, 37, pp. 942-965. (doi: 10.1039/D2JA90015G)

Kennedy, A. (2022) The Scottish approach to mentoring in early phase teacher education: an overview and critique. Routledge

Farrar, J., McColl, M. (2022) ‘Meet my mentor’ – the student teacher’s view. Routledge

Peart, M., Cubo-Delgado, S., Gutiérrez-Esteban, P. (2022) Exploring the role of digital and socio-civic skills for promoting youth participation and digital citizenship. European Journal of Educational Research, 11, pp. 697-709. (doi: 10.12973/EU-JER.11.2.697)

Rodolico, G., Breslin, M., Mariani, A. (2022) A Reflection into the Impact of an Internationalisation Experience Via Digital Platform, Based on the Opinions of Students and Lecturers.

Carmi, T., Tamir, E. (2022) Three professional ideals: where should teacher preparation go next? European Journal of Teacher Education, 45, pp. 173-192. (doi: 10.1080/02619768.2020.1805732)

Zembat, I. Ö. (2022) Conceptualising Place Value with Different Bases.

Urbina-Garcia, A., Jindal-Snape, D., Lindsay, A., Hannah, E. F.S., Barrable, A., Boath, L., Touloumakos, A. K. (2022) Do We Really Listen to Young Children's Voices in Educational Research? An International Systematic Literature Review.

Sosu, E. M., Orr, S., Cassidy, C., Kennedy, A., Klein, M. (2022) Evaluation of the East Lothian Tutoring Initiative (ELTI)

Farrar, J. (2022) Mediating with metafiction: rethinking what counts about reading with parents, using picturebooks. Lehigh University Press

Taylan, R. D., Tunç-Pekkan, Z., Aydın, U., Birgili, B. (2022) Teacher educators in K-12 classrooms: how to nurture professional development and research. Journal of Higher Education Theory and Practice, 22, pp. 175-188. (doi: 10.33423/jhetp.v22i1.4974)

Kennedy, A. (2022) Teacher professional learning in Scotland during (and after) the COVID-19 pandemic: a story of hope and humanity? International Journal for Research in Education, 46, pp. 127-166.

Blackman, A. (2022) Dorothy Day and the Catholic Worker Movement: Embodying Catholic Social Thought and Practice.

Kennedy, B. L., Dana, N. (2022) Taking teacher inquiry into higher education: a dialogue in four parts. College Teaching, 70, pp. 111-118. (doi: 10.1080/87567555.2021.1907528)

Race, R., Ayling, P., Chetty, D., Hassan, N., McKinney, S. J., Boath, L., Riaz, N., Salehjee, S. (2022) Decolonising curriculum in education: continuing proclamations and provocations. London Review of Education, 20, (doi: 10.14324/LRE.20.1.12)

Mio, C. (2022) Anonymous asynchronous peer reviews to facilitate student interaction and reflection. Creativity for Learning in Higher Education Community

Kennedy, A. (2022) Climate justice and teacher professional learning ... we owe it to our young people. Professional Development in Education, 48, pp. 1-4. (doi: 10.1080/19415257.2021.2008126)

Blackman, A. (2022) Creation and Nonviolence: Reflections in Light of COP 26.

Kotsiou, A., Fajardo-Tovar, D. D., Cowhitt, T., Major, L., Wegerif, R. (2022) A scoping review of Future Skills frameworks. Irish Educational Studies, 41, pp. 171-186. (doi: 10.1080/03323315.2021.2022522)

Urbina-Garcia, A., Jindal-Snape, D., Lindsay, A., Boath, L., Hanna, E. F.S., Barrable, A., Touloumakos, A. K. (2022) Voices of young children aged 3–7 years in educational research: an international systematic literature review. European Early Childhood Education Research Journal, 30, pp. 8-31. (doi: 10.1080/1350293X.2021.1992466)

Rodolico, G., Breslin, M. (2022) A Reflection into the Impact of an Internationalisation Experience via Digital Platform, Based on the Opinions of Students and Lecturers.

Blackman, A. (2022) Catholic social teaching. Oxford University Press

Blackman, A. (2022) Double justice. Oxford University Press

Rodolico, G., Dashaputre, N., Brown, R., Abodunrin, A. (2022) Enhancing internationalisation through a remotely delivered hands-on stem challenge. A case study of collaborative online international learning with social media as medium of participatory pedagogy. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 6, (doi: 10.32043/gsd.v6i1.610)

(2022) Formation of Teachers for Catholic Schools: Challenges and Opportunities in a New Era. (doi: 10.1007/978-981-19-4727-8)

Reilly, S., Coll, R. (2022) Inscribed in the Very Heart of their Identity: Recruitment, Retention and Formation of Faith Leaders in Catholic Primary Schools in Scotland.

Blackman, A. (2022) Justice. Oxford University Press

Madler, A. M., Anderson, S. K., LeMire, S. D., Smith, K. (2022) Perceptions of teacher preparation for classroom diversity. Mid-Western Educational Researcher, 34, pp. 42-68.

Zembat, I. Ö., Yaşa, S. A., Aslan, M. (2022) Teacher Knowledge in the Context of Articulating Arithmetic Operations and Place Value.

Hadfield, C., Breslin, M. (2022) Whose Responsibility is it Anyway?: Pupil Mental Health in a Scottish Secondary School.

Rodolico, G., Dashaputre, N., Pise, S., Auti, A. M., D’souza, J., Simpson, D., Madhavan, S., Doak, V., Patade, V., Kamat, D., Lammey, J., Gallagher, A., Ghorpade, H., Kamat, V., Madhavan, S., Bhattacharyay, T., Sant, S., Nahar, M. (2021) Enhancing internationalisation and understanding of sustainability through a remotely delivered hands-on STEM challenge. Social Media as medium of Participatory pedagogy.

Kennedy, B. L., Melfor, S. (2021) Experiences of (not) belonging among higher education students from nondominant ethnic backgrounds. Education and Society, 39, pp. 69-91. (doi: 10.7459/es/39.2.05)

Moscardini, L., Jaap, A., Rae, A., Wilson, A. (2021) Music Education in the Primary Classroom in Scotland.

Kennedy, A. (2021) Podcast #27: Mini-lecture: Aileen Kennedy on 'Teaching for a better world'

McHugh, P. (2021) Reflections about Newman and Wittgenstein on knowledge, certainty and language. New Blackfriars, 102, pp. 932-949. (doi: 10.1111/nbfr.12617)

Fischer-Schoeneborn, S., Livingston, K., Mio, C., Boath, L., Lemmrich, S., Kuhl, P. (2021) University-School Partnerships in Initial Teacher Education: Further Insights from Lüneburg and Glasgow.

Breslin, M. (2021) The future is within our hands.

Zembat, I.Ö., Yasa, S.A., Aslan, M. (2021) Qualified Mathematics Teachers' Knowledge of Place Value Concept.

Breslin, M. (2021) Creative and active pedagogical practice in HE.

Blackman, A. (2021) Integral Ecology and Creative Nonviolence.

Farrar, J., Proudfoot, K. (2021) Becoming a teacher. Teaching Scotland, 90, pp. 5.

Yasa, S.A., Aslan, M., Zembat, I.Ö. (2021) Basamak kavramı ve öğretmen bilgisi [Concept of Place Value and Teacher Knowledge]

Blackman, A. (2021) Creation and Nonviolence.

Rodolico, G., van der Houwen, P., Goodarzi, P., Casas, F. L., McGregor, F. (2021) The Emotional Impact of Nature Seen Through the Lenses of Virtual Reality (VR) and Revealed Through the Power of Expressive Art Part 1. (doi: 10.25416/NTR.16689208.v3)

Rodolico, G., Ding, M. (2021) Virtual Reality in Education: the Impact of VR Supported Lessons on the Learning Experience of Postgraduate Diploma in Education (PGDE) Student Teachers. (doi: 10.6084/m9.figshare.16711639.v1)

Blackman, A. (2021) Laudato Si' Movement - Critical Moment for Climate.

Rodolico, G., Ding, M. (2021) Virtual Reality (VR) in Education: Analysing the Impact on the Learning Experience of Postgraduate Diploma in Education (PGDE) (doi: 10.6084/m9.figshare.16601717.v2)

Ding, M., Boeren, E., Rodolico, G. (2021) The Effects of Immersive Virtual Reality on Foreign Language Speaking Anxiety in EFL Learning.

Farrar, J., Stone, K., Hazzard, D. (2021) Critical literacies work in the United Kingdom. Routledge

Aydin, U. (2021) Çevrimiçi matematik eğitiminde test geliştirme: Moodle kullanımı = Test development in online mathematics education: using Moodle. Nobel Akademik Yayıncılık

Perry, M., Rodolico, G., Thompson, K., MacEachern, K., Anderson, S., Huser, C. (2021) A conversation on sustainability in teaching practice.

Kennedy, A., Adams, P., Carver, M. (2021) Measuring quality in initial teacher in the Scottish context: a context-specific endeavour. Springer

Farrar, J. (2021) “I don’t really have a reason to read children’s literature”: enquiring into primary student teachers’ knowledge of children’s literature. Journal of Literary Education, 4, pp. 217-236. (doi: 10.7203/JLE.4.21060)

Kennedy, B. L. (2021) Explicit exclusion or effective exclusion? Defining a conceptual lens for inquiry into student marginalization across national boundaries. Teachers College Record, 2021,

Wansink, B., Akkerman, S., Kennedy, B. L. (2021) How conflicting perspectives lead a history teacher to epistemic, epistemological, moral and temporal switching: a case study of teaching about the holocaust in the Netherlands. Intercultural Education, 32, pp. 430-445. (doi: 10.1080/14675986.2021.1889986)

Stone, K., Farrar, J. (2021) Advancing an LGBTI-inclusive curriculum in Scotland through critical literacy. Improving Schools, 24, pp. 99-111. (doi: 10.1177/1365480220943322)

Rodolico, G., Breslin, M. (2021) Internationalisation and Education, is it becoming more of a dream than a reality?

Kennedy, B. L., Moore, H. (2021) Grounded duoethnography: a dialogic method for the exploration of intuition through divergence and convergence. Forum: Qualitative Social Research = Forum Qualitative Sozialforschung, 22, (doi: 10.17169/fqs-22.2.3668)

Hadfield, C. (2021) It’s all about attachment.

Evans, E. H., Pisonero, J., Smith, C. M.M., Taylor, R. N. (2021) Atomic spectrometry update: review of advances in atomic spectrometry and related techniques. Journal of Analytical Atomic Spectrometry, 36, pp. 868-891. (doi: 10.1039/D1JA90016A)

Franchi, L. (2021) Brian Pedraza, Catechesis for the New Evangelization: Vatican II, John Paul II, and the Unity of Revelation and Experience. Innes Review, 72, pp. 97-99. (doi: 10.3366/inr.2021.0297)

Kennedy, A., NíDhuinn, M. (2021) Episode Seven: Professor Aileen Kennedy “Social justice in ITE… moving from aspiration to enactment” [Podcast Episode]

(2021) Reclaiming the Piazza III: Communicating Catholic Culture.

Robertson- Kirkland, B., Whiteside, B., Drury, R., Jaap, A. (2021) Creative Wellbeing: the Role of the Arts in Promoting Health and Wellbeing and Lifelong Learning.

Hagen, B. D., Anderson, S. K., Martin, L. M., Snyder, P. R. (2021) Aviation High School Facilitator Guide: Teach Science, Technology, Engineering and Math Through an Exciting Introduction to the Aviation Industry. Aviation Supplies & Academics, Inc.

Rodolico, G. (2021) Bringing STEM and the social sciences together. Teaching Scotland, 88, pp. 50-51.

Gormally, S., Boath, L., Farrar, J., Martin, H., Nicholson, J. (2021) Disrupting Boundaries to Build Bridges.

Hagen, B. D., Anderson, S. K., Martin, L. M., Snyder, P. R. (2021) Aviation High School Student Notebook: Learn Science, Technology, Engineering and Math Through an Exciting Introduction to the Aviation Industry. Aviation Supplies & Academics, Inc.

Kennedy, A., Beck, A., Shanks, R. (2021) Developing a context-appropriate framework for measuring quality in initial teacher education. Scottish Educational Review, 53, pp. 3-25.

Coll, R. (2021) Hospitality to difference: LGBT, religious education and the Catholic school. Journal of Religious Education, 69, pp. 25-36. (doi: 10.1007/s40839-020-00126-2)

Blackman, A. (2021) Pedagogies of the Pandemic Blog 1: “Light Shines in the Darkness”

Peart, M., Gutiérrez Esteban, P., Cubo Delgado, S. (2021) Secondary education students' digital scenario and learning strategies use. International Journal of Technology Enhanced Learning, 13, pp. 139-148. (doi: 10.1504/IJTEL.2021.114050)

Özgeldi, M., Aydin, U. (2021) Identifying competency demands in calculus textbook examples: the case of integrals. International Journal of Science and Mathematics Education, 19, pp. 171-191. (doi: 10.1007/s10763-019-10046-9)

Rodolico, G., Breslin, M., Mariani, A. M. (2021) A Reflection on the Impact of an Internationalisation Experience via Digital Platform, Based on Views, Opinions and Experiences of Students and Lecturers. (doi: 10.25416/NTR.16606220)

Davis, R., Franchi, L. (2021) Catholic education and the idea of curriculum. Journal of Catholic Education, 24, pp. 104-119. (doi: 10.15365/joce.2402062021)

Farrar, J., Arizpe, E., McAdam, J.E. (2021) Challenging picturebooks and literacy studies. Routledge

Breslin, M., Harvie, J., Leslie, B., McLaren, E. (2021) Enhancing the agency of early career academics. Journal of Perspectives in Applied Academic Practice, 9, pp. 32-40. (doi: 10.14297/jpaap.v9i3.469)

Reilly, S., Lappin, M. (2021) Formation of the Heart: Memory, Liturgy and the Identity of Catholic Student Teachers.

Blackman, A., Franchi, L. (2021) Fratelli tutti and the dialogic spirit of Catholic Higher Education: a reflection on Christian Humanism and online learning. EducA: International Catholic Journal of Education, 7, pp. 50-58.

Anderson, S. K., Hagen, B. D., Smith, K. D., Whitsel, C., Duffield, S. (2021) Multiple measures of student learning: a case study examination of completer impact. Action in Teacher Education, 43, pp. 195-213. (doi: 10.1080/01626620.2020.1842820)

Rodolico, G., Simpson, D. (2021) Overcoming obstacles when teaching STEM during the COVID-19 pandemic a collaborative approach. Creativity for Learning in Higher Education community (#creativeHE)

Crichton, H., Valdera-Gil, F., Hadfield, C. (2021) Reflections on peer micro-teaching: raising questions about theory informed practice. Reflective Practice, 22, pp. 345-362. (doi: 10.1080/14623943.2021.1892621)

Franchi, L. (2021) Reshaping religious education. Review of Religious Education and Theology, 2021, pp. 127-140.

Peart, M., Gutiérrez Esteban, P., Cubo Delgado, S. (2021) Secondary education students digital scenario and learning strategies use. International Journal of Technology Enhanced Learning, 13, pp. 139-148. (doi: 10.1504/IJTEL.2019.10031574)

Birgili, B., Aydin, U. (2021) The MATH Taxonomy as a Tool for Analyzing University Entrance Examination Mathematics Items.

Kennedy, A., Hay, L., McGovern, B. (2020) A story of transforming teacher education. Scottish Educational Review, 52, pp. 18-35.

Smith, C. M.M. (2020) Gender Awareness in Initial Teacher Education in Chemistry.

Birgili, B., Aydin, U. (2020) Veri Analizi Konusunda Kullanılan Portfolyo Değerlendirmesinin 7. Sınıf Öğrencilerinin İstatistik Başarısına Etkisi = The effect of portfolio assessment used in data analysis unit on 7th grade students’ statistics achievement. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 16, pp. 730-752. (doi: 10.17860/mersinefd.779115)

Blackman, A. (2020) Advent Retreat: Watching, Waiting, Hoping.

Blackman, A. (2020) Remote learning and the Eucharistic potential of online education.

Farrar, J. (2020) Encounters with metafiction: playing with ideas of what counts when it comes to reading. Routledge

McHugh, P. (2020) The saint and the virus. Pastoral Review, 16, pp. 36-39.

Peart, M., Gutiérrez-Esteban, P., Cubo-Delgado, S. (2020) Development of the digital and socio-civic skills (DIGISOC) questionnaire. Educational Technology Research and Development, 68, pp. 3327-3351. (doi: 10.1007/S11423-020-09824-Y)

Jaap, A. (2020) A Change Would Do You Good? Assessment and Examinations in Music. Exam.Scot,

Kennedy, A., Carse, N. (2020) Masters-level teacher preparation. Emerald Publishing Limited

McHugh, P. (2020) Knowledge and scepticism in Newman and Locke: background considerations religious, cultural and philosophical. Heythrop Journal, 61, pp. 788-799. (doi: 10.1111/heyj.13601)

Terras, K., Anderson, S., Grave, S. (2020) Comparing disability accommodations in online courses: a cross-classification. Journal of Educators Online, 17,

Franchi, L. (2020) Stephen Bullivant, Mass exodus: Catholic disaffiliation in Britain and America since Vatican II. Oxford University Press: Oxford, 2019. 309 pp. £22 hardback. ISBN 9780198837947. Innes Review, 71, pp. 134-136. (doi: 10.3366/inr.2020.0260)

Jaap, A. S., Fodey, C., Wilkinson, M. (2020) Using Active Music Making to Support Responsibility of All.

Coll, R., Reilly, S. (2020) A living tradition. Open House, 290, pp. 3-5.

Evans, E. H., Pisonero, J., Smith, C. M.M., Taylor, R. N. (2020) Atomic spectrometry update: review of advances in atomic spectrometry and related techniques. Journal of Analytical Atomic Spectrometry, 35, pp. 830-851. (doi: 10.1039/D0JA90015J)

Reilly, S., Lappin, M. (2020) Formation of the heart: Memory, liturgy and the identity of Catholic student teachers. EducA: International Catholic Journal of Education, 6, pp. 94-110.

Shanks, R., Jaap, A., Darling-McQuistan, K., Adams, P. (2020) Starting Points for Educational Research in Scotland.

Boath, L., Barrable, A. (2020) The child as co-researcher in the early years: what do children like in the outdoors? SERA Researching Education Bulletin, pp. 34-38.

Cowhitt, T., Cutts, A. (2020) Using network analysis to compare bibliographic database journal coverage. Journal of Electronic Resources Librarianship, 32, pp. 195-210. (doi: 10.1080/1941126X.2020.1790952)

Cowhitt, T., Butler, T., Wilson, E. (2020) Using social network analysis to complete literature reviews: a new systematic approach for independent researchers to detect and interpret prominent research programs within large collections of relevant literature. International Journal of Social Research Methodology, 23, pp. 483-496. (doi: 10.1080/13645579.2019.1704356)

Aydın, U., Özgeldi, M. (2019) Unpacking the roles of metacognition and theory of mind in Turkish undergraduate students’ academic achievement: a test of two mediation models. Croatian Journal of Education, 21, pp. 1333-1398. (doi: 10.15516/cje.v21i4.3303)

Smith, K., Wageman, J. J., Anderson, S. K., Duffield, S., Nyachwaya, J. (2019) The relationship of academic indicators and professional disposition to teaching skills: A secondary data analysis. Administrative Issues Journal: Connecting Education, Practice, and Research, 8, pp. 106-118. (doi: 10.5929/2019.1.14.8)

Rodolico, G. (2019) Body Systems - PGDE & Corpus Christi Primary. (doi: 10.6084/m9.figshare.16641109.v2)

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

Franchi, L. (2019) Anchoring authority. Church Life Journal,

Price, D., O'Connor, M., Jaap, A. (2019) How Can the Creative Arts Foster Positive Wellbeing in the Early Years?

Reyes Viviescas, D., Ventura-Medina, E., Anderson, T., Mio, C. (2019) Development of Learner Autonomy in Student-Centred Learning Environments in Engineering.

Zembat, I., Gurhan, S. (2019) Fostering Development of Quadrilateral Hierarchy in Geometer's Sketchpad.

Sheridan, N., Dale, V., Breslin, M., Charters, M., Docherty, F., Karadaglic, D., Karlsson-Brown, P. S., Reid, D., Robertson-Kirkland, B. (2019) Creative Approaches to Academic Practice Leading to the Scholarship of Teaching and Learning.

Zembat, I., Bayram, E. (2019) An Articulation of Specialized Content Knowledge of Mathematics Teachers in the Context of Measurement Concepts.

Rymarz, R., Franchi, L. (2019) Catholic Teacher Preparation: Historical and Contemporary Perspectives on Preparing for Mission. Emerald Publishing

Mio, C., Ventura-Medina, E., João, E. (2019) Scenario-based eLearning to promote active learning in large cohorts: students’ perspective. Computer Applications in Engineering Education, 27, pp. 894-909. (doi: 10.1002/cae.22123)

Jaap, A., Gormley, J. (2019) Promoting Positive Engagement with Assessment Through the Use of Video Diaries in Music Teacher Education.

Sheridan, N., Dale, V., Breslin, M., Charters, M., Docherty, F., Karadaglic, D., Karlsson-Brown, P., Reid, D., Robertson-Kirkland, B. (2019) Students as Scholars: Academic Development and the Scholarship of Teaching and Learning.

Robinson, L. (2019) Philosophy – the benign tumour in the body of Religious Education.

Franchi, L. (2019) John Watts, A Beautiful Fragrance The Story of Margaret Sinclair in Words and Pictures, text by John Watts. Innes Review, 70, pp. 106-109. (doi: 10.3366/inr.2019.0219)

Sheridan, N., Dale, V., Breslin, M., Charters, M., Docherty, F., Karadaglic, D., Karlsson-Brown, P., Reid, D., Robertson-Kirkland, B. (2019) Exploring Space and Place through Active Learning Pedagogies.

Blackman, A. (2019) The common good and the challenge of populism. Signs of the Times: a Catholic Social Tradition Blog, pp. 7 Mar.

Shortall, J. P., Blackman, A. (2019) Signs of the Times Podcast #12: Brexit and Issues of Subsidiarity ft. Anna Blackman.

Fodey, C. (2019) Coorie in to beat the winter darkness. Scottish Catholic Observer, pp. 9.

Aydın, U. (2019) Grade level differences in the cognitive, behavioral, and physiological components of test anxiety. International Journal of Educational Psychology, 8, pp. 27-50. (doi: 10.17583/ijep.2019.2729)

Anderson, S., Hagen, B. D., Whitsel, C. M., Dulski-Bucholz, A. L., Smith, K. D., Willeson, A. M. (2019) Leveraging case study research: A mechanism for measuring teaching effectiveness. Mid-Western Educational Researcher, 31, pp. 37-66.

Aydin, U. (2019) Test anxiety: gender differences in elementary school students. European Journal of Educational Research, 8, pp. 21-30. (doi: 10.12973/eu-jer.8.1.21)

Aydın, U., Özgeldi, M. (2019) The PISA tasks: unveiling prospective elementary mathematics teachers’ difficulties with contextual, conceptual, and procedural knowledge. Scandinavian Journal of Educational Research, 63, pp. 105-123. (doi: 10.1080/00313831.2017.1324906)

Evans, E. H., Pisonero, J., Smith, C. M.M., Taylor, R. N. (2019) Atomic spectrometry update: review of advances in atomic spectrometry and related techniques. Journal of Analytical Atomic Spectrometry, 34, pp. 803-822. (doi: 10.1039/c9ja90018g)

Reilly, S., Coll, R. (2019) Confident student to confident RE Teacher: a perspective from Scotland. Springer

Lappin, M. (2019) Education for Young People on the Peripheries. Congregation for Catholic Education

Aydin, U., Ozgeldi, M. (2019) Identifying Competency Demands in Calculus Textbook Examples: the Case of Integrals.

Kennedy, A. (2019) Looking beyond the obvious: applying a critically reflective lens to professional learning literature. Professional Development in Education, 45, pp. 523-526. (doi: 10.1080/19415257.2019.1637099)

Reilly, S., Crichton, H., Lappin, M. (2019) Pilgrimages: fruitful sources of faith formation for Catholic student teachers? Springer

Lappin, M. (2019) Religious Education, Developments and Initiatives in the Scottish Context.

Farrar, J., Stone, K. (2019) Silenced by the gaps? The status of critical literacy in Scotland’s curriculum for excellence. English Teaching: Practice and Critique, 18, pp. 335-350. (doi: 10.1108/ETPC-03-2019-0041)

Lappin, M. (2019) Teaching Eschatology in the Catholic School: Formal and Informal Contexts.

Franchi, L. (2018) Authentic religious education: A question of language? Religions, 9, (doi: 10.3390/rel9120403)

Fodey, C. (2018) A strange thing happened when we started to sign: an unexpected learning experience for all. L'Harmattan

(2018) Catholicism, Culture, Education.

Blackman, A. (2018) Moralizing neoliberalism? An analysis of the principle of subsidiarity in Catholic social teaching. McGill-Queen's University Press

Coll, R. (2018) The Catholic teacher: a Scottish perspective. Chéile: A Catholic School Ethos Journal, 30, pp. 5-6.

McLaughlin, K. (2018) How Should We Decide Which Ones Are the Right Ones to Let In?

Boath, L., Shimi, J. (2018) Different Ways of Educating New Teachers: Opportunities for Mentoring the Mentors.

Head, G., Jaap, A., Borkowska, K. (2018) Film Education in Libraries.

Boath, L. (2018) Science Learning Beyond the Teacher-led in Curriculum for Excellence: Children’s Aspirations and Perceptions.

Anderson, S., Duffield, S., Ferro, K., Defeo, D. (2018) Using NExT Survey Data to Inform Policy, Practice, and Cross-Institutional Collaboration.

Kennedy, A. (2018) Developing a new ITE programme: a story of compliant and disruptive narratives across different cultural spaces. European Journal of Teacher Education, 418, pp. 638-653. (doi: 10.1080/02619768.2018.1529753)

Franchi, L. (2018) Educating in Christ: A Practical Handbook for Developing the Catholic Faith from Childhood to Adolescence for Parents, Teachers, Catechists and School Administrators. Catechetical Review, 4, pp. 33.

Anderson, S., Smith, K. D. (2018) Whole-heartedness, backed by data, supports continuous improvement at Mayville State University. Watermark Blog: Idea Exchange,

Anderson, S., Duffield, S., Olson, A. (2018) Examining the Reliability and Validity of Teacher Candidate Evaluation Instruments.

Aydin, U., Özgeldi, M., Aydin, O. (2018) Prospective Teachers’ Social Cognition, Metacognition, and Academic Performance: a Path Analysis Approach.

Aydın, U. (2018) Conceptual and procedural angle knowledge: do gender and grade level make a difference? International Journal for Mathematics Teaching and Learning, 19, pp. 22-46.

Coll, R. (2018) Connecting with the Catholic community. Open House, 277, pp. 5-6.

Boyle, S., McKinstry, D., McLaughlin, K. (2018) Digital learning. SAGE Publications Ltd

Ubuz, B., Aydın, U. (2018) Geometry knowledge test about triangles: evidence on validity and reliability. ZDM, 50, pp. 659-673. (doi: 10.1007/s11858-018-0964-y)

Kennedy, A., Beck, A. (2018) Teacher professional learning. Edinburgh University Press

(2018) Scottish Education [5 ed.]

Kennedy, A. (2018) Scottish teachers: then and now. Edinburgh University Press

Humes, W., Bryce, T. G.K., Gillies, D., Kennedy, A. (2018) The future of Scottish education. Edinburgh University Press

Anderson, S. et al. (2018) Preparing Effective Teachers: Multiple Approaches to Ensure Teaching Quality and Impact.

Taylan, R. D., Aydın, U. (2018) Altıncı Sınıf Öğrencilerinin Açılar Konusundaki Kavramlaştırmalarının İncelenmesi = An investigation of sixth-grade students’ mistakes in solving questions about the angle concept. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 20, pp. 33-49. (doi: 10.17556/erziefd.332981)

Burge, A., Fakunle, O., Loads, D., Murray, D., Philippi, F., Jaap, A. (2018) Statement of Expectations for the Support of Postgraduates Who Teach: Focus On: The Postgraduate Research Student Experience.

Reilly, S., Coll, R. (2018) Confident student to confident RE Teacher: a perspective from Scotland.

Reilly, S., Lappin, M., Crichton, H. (2018) Pilgrimages: fruitful sources of faith formation for Catholic student teachers?

Mio, C., Magueijo, V. (2018) How to Make the Most of Individual and Teamwork Peer-Assessment.

Franchi, L. (2018) RE and Catholic education: a Scottish perspective. Springer

Stone, K., Farrar, J. (2018) "I read it so it must be true"... Teaching Scotland, 72, pp. 28-30.

Evans, E. H., Pisonero, J., Smith, C. M.M., Taylor, R. N. (2018) Atomic spectrometry update: review of advances in atomic spectrometry and related techniques. Journal of Analytical Atomic Spectrometry, 33, pp. 684-705. (doi: 10.1039/C8JA90012D)

McAdam, J., Farrar, J. (2018) Childhood and diversity. SAGE

Lappin, M. (2018) Educating Young People on the Peripheries [Keynote]

Head, G., Jaap, A., Borkowska, K. (2018) Film Education in Libraries (FEiL): Report.

Blackman, A. (2018) Holy disobedience: political resistance in the London Catholic Worker community. Implicit Religion, 21, pp. 122-141. (doi: 10.1558/imre.37201)

Aydin, U., Tunç-Pekkan, Z., Taylan, R. D., Birgili, B., Özcan, M. (2018) Impacts of a university–school partnership on middle school students' fractional knowledge: a quasiexperimental study. Journal of Educational Research, 111, pp. 151-162. (doi: 10.1080/00220671.2016.1220358)

Franchi, L., Robinson, L. (2018) Religious and moral education. Edinburgh University Press

Lappin, M. (2018) Sacraments. Revisions in School Preparation.

Peart, M., Gutiérrez-Esteban, P., Cubo Delgado, S. (2018) Secondary education students' technology use in digital environments. Studio Noa for University of Silesia

Peart, M., Gutiérrez-Esteban, P., Cubo-Delgado, S. (2018) e-Learning and Smart Learning Environment for the Preparation of New Generation Specialists.

Arizpe, E., Farrar, J., McAdam, J. (2017) Picturebooks and literacy studies. Routledge

Franchi, L. (2017) The importance of reading. Chéile: A Catholic School Ethos Journal, 28, pp. 15-16.

Anderson, S., Hagen, B. (2017) Completer Impact: Leveraging Case Study Research to Address the Challenges of Standard 4.

Atalay, Z., Aydin, U., Bulgan, G., Taylan, R. D. (2017) Bilinçli-Farkındalık Temelli Öz-yeterlik Ölçeği-Yenilenmiş: Türkiye Uyarlama Çalışması (BFÖÖ-Y) = Mindfulness-based self efficacy scale-revised (MSES-R): Turkish adaptation study. Elementary Education Online, 16, pp. 1803-1815. (doi: 10.17051/ilkonline.2017.342994)

Aydin, U., Tunç-Pekkan, Z., Taylan, R. D., Birgili, B., Özcan, M. (2017) Okulda üniversite modeli: beşinci sınıf öğrencilerinin kesir bilgisi gelişiminden yansımalar = University within school model: reflections from the fifth grade students’ fractional knowledge development. Kastamonu Education Journal, 25, pp. 1979-1994.

Anderson, S., Duffield, S., Olson, A. (2017) The Student Teacher Observation Tool: Supporting Candidate Growth & Program Improvement.

Aydin, U., Tunç-Pekkan, Z., Taylan, R. D., Birgili, B., Özcan, M. (2017) Public and Private School Students’ Fractional Knowledge: School Type Differences.

Anderson, S. (2017) AACTE Chapter develops statewide student teacher observation tool.

Mio, C., Magueijo, V., Ventura-Medina, E. (2017) Individual and Teamwork Peer-Assessment in Chemical Engineering.

Mio, C., Joao, E., Ventura-Medina, E. (2017) Online Scenario-Based Learning.

Aydin, U. (2017) A case study of the relationship between meaning and formalism. International Journal of Human and Behavioral Science, 3, pp. 11-29. (doi: 10.19148/ijhbs.345809)

Rauschenberger, E., Adams, P., Kennedy, A. (2017) Measuring Quality in Initial Teacher Education: A Literature Review for Scotland’s MQuITE Study.

MacFarlane, D., Burge, A., Jaap, A., Loads, D., Murray, D., Phillipi, F. (2017) Focus On: Statement of Expectations for Postgraduates who Teach.

Zembat, I. (2017) Fostering remainder understanding in fraction division. Primary Mathematics, 21, pp. 22-27.

Tunç-Pekkan, Z., Birgili, B., Taylan, D., Aydin, U. (2017) Okulda Üniversite modelinin ilk yıl uygulamasının değerlendirilmesi = Evaluating the First Year Implication of the University Within School Model.

Kennedy, A. (2017) Researching teacher education policy: a case study from Scotland. Springer

Aydin, U. (2017) Test anxiety: do gender and school-level matter? European Journal of Educational Research, 6, pp. 187-197. (doi: 10.12973/eu-jer.6.2.187)

Farrar, J. (2017) A review of Seeing Things: A Kid’s Guide to Looking at Photographs, by Meyerowitz. Notes, 2,

Aydin, U., Bulgan, G. (2017) Çocuklarda Sınav Kaygısı Ölçeği’nin Türkçe Uyarlaması: Geçerlik Ve Güvenirlik Çalışması. İlköğretim Online, 16, pp. 887-887. (doi: 10.17051/ilkonline.2017.304742)

Thompson, K., Jaap, A., Lennard, F. (2017) Skills for Learning and Work - Promoting Graduate Attributes Through Diverse Approaches to Assessment.

Franchi, L., Rymarz, R. (2017) The education of teachers for Catholic schools: responding to changed cultural contexts. International Studies in Catholic Education, 9, pp. 2-16. (doi: 10.1080/19422539.2017.1286905)

Mio, C., Magueijo, V. (2017) How to Make the Most of Peer Assessment.

Evans, E. H., Pisonero, J., Smith, C. M.M., Taylor, R. N. (2017) Atomic spectrometry update: review of advances in atomic spectrometry and related techniques. Journal of Analytical Atomic Spectrometry, 32, pp. 869-889. (doi: 10.1039/C7JA90015E)

Franchi, L. (2017) Catholic schools and the new evangelisation. Gracewing

Lappin, M. (2017) Challenges for Catholic Education Today.

Aydın, U., Tunç-Pekkan, Z., Taylan, R. D., Birgili, B., Özcan, M. (2017) Equity in middle school students' fractional knowledge: does school type matter in Turkey? European Journal of Education Studies, 3, pp. 541-557. (doi: 10.5281/zenodo.937254)

Franchi, L. (2017) Faith, mission and challenge in Catholic education: the selected works of Gerald Grace. International Studies in Catholic Education, 9, pp. 236-239. (doi: 10.1080/19422539.2017.1360615)

Franchi, L. (2017) Jean-Baptise de La Salle and the education of teachers. Les Acteurs du Savoir

Farrar, J. (2017) Playful Texts and the Emergent Reader: Developing Metalinguistic Awareness by Anne Plummer. Children's Literature, 45, pp. 255-260. (doi: 10.1353/chl.2017.0013)

(2017) Reclaiming the Piazza II: Catholic Education and the New Evangelisation.

Franchi, L. (2017) Shared Mission: Religious Education in the Catholic Tradition. Scepter

Aydin, U., Bulgan, G. (2017) Çocuklarda Sınav Kaygısı Ölçeği’nin Türkçe = [Adaptation of Children’s Test Anxiety Scale to Turkish] İlköğretim Online [Elementary Education Online], 16, pp. 887-899. (doi: 10.17051/ilkonline)