School of Education

Arizpe, E., McAdam, J., Hirsu, L. (2025) Creating safe spaces in contexts of “complex emergency” through mediation and picturebooks. Routledge

McAdam, J. E., Arizpe, E., Abou Ghaida, S. (2025) Texts that assure: selecting picturebooks to use with displaced children. Routledge

Arizpe, E., Gormally, S., Vega, N. N., Muñoz, J. C., Rueda, M. S., Jiménez, J. D., Rivera, A. B., Mendoza, S. H. (2024) A Tale of Two Cities: Recovering community spaces for peacebuilding in Medellín and Acapulco. Multilingual Matters

(2024) Cultures of Sustainable Peace: Conflict Transformation, Gender-Based Violence, Decolonial Praxes.

Burhan-Horasanli, E., Ortactepe Hart, D. (2024) Conceptualizing reflection-for-action: language teachers as agents of collaborative and collective transformation. Teaching and Teacher Education, 152, (doi: 10.1016/j.tate.2024.104802)

Bradley, L. (2024) Life without clocks: Experimental autoethnography for strange-ing time and queering futures, in and through Higher Education. Social Science Research Network (SSRN), (doi: 10.2139/ssrn.5020375)

Robinson, J., Cooney, P., McKinney, S. (2024) Cristo Rey Schools in America.

Ruegg, R., Galloway, N. (2024) Educational materials in East Asian English-medium higher education settings. Asia Pacific Education Review, (doi: 10.1007/s12564-024-10017-y)

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

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

McKinney, S. J., Whittle, S. (2024) AULRE 2024: RE futures? Journal of Religious Education, (doi: 10.1007/s40839-024-00248-x)

Hu, M., Moskal, M., Read, B. (2024) Mapping the emotions of racialised international students and the politics of exclusion in higher education. Higher Education,

Zhang, Y., Zhang, J., Zhang, J., Sutherland, M., Huang, S. (2024) Teaching requesting skills to children with visual impairment and intellectual disability by using picture exchange communication system combined with tangible symbols. International Journal of Disability, Development and Education, 71, pp. 1152-1172. (doi: 10.1080/1034912x.2023.2295911)

Cooney, P., Robinson, J., McKinney, S.J. (2024) Preferential Option for the Poor and Cristo Rey Schools in America.

Galloway, N., Cameron, A. N. (2024) Generational gatekeepers: parental impediments to Global Englishes Language Teaching. International Journal of Applied Linguistics,

Arizpe, E. (2024) État de l’art des recherches sur l’album de 2010 à 2020. Acta fabula: Revue des parutions pour les études littéraires, 25, (doi: 10.58282/acta.18674)

Yilmaz, A., Ortactepe Hart, D., Çelik, S. (2024) Transforming language teachers into agents of social change in Türkiye. Bloomsbury Academic

Phipps, A. (2024) I hope you love it’: poetry, protest and post-humous publishing with and for Palestinian colleagues in Gaza during scholasticide. Curriculum Perspectives,

Phipps, A. (2024) Ten years of struggles for refugee rights in Scotland. The National

Ryan, S. D. (2024) The moving project: exploring language, migration and identity using participatory podcasting during the COVID-19 pandemic. Linguistics Vanguard, 10, pp. 257-263. (doi: 10.1515/lingvan-2024-0082)

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

Hirsu, L., Nitecka Barche, M., Futro, D. (2024) Assessment and creativity through a translingual lens: introduction. Applied Linguistics Review, 15, pp. 1831-1838. (doi: 10.1515/applirev-2023-0115)

McKinney, S. J. (2024) Scottish Religious Poetry. From the Sixth Century to the Present (2024). Edited by Linden Bicket, Emma Dymock and Alison Jack. Edinburgh: Saint Andrew Press. ISBN 978 1 80083 047 9. Pastoral Review, 20, pp. 74.

McKinney, S. J. (2024) Sobrino, J. Theology without Deception. God, the Poor, and Reality in El Salvador. Conversations with Charo Mármol. (2023) Maryknoll: Orbis Books. ISBN 978 1 62698 521 6. Pastoral Review, 20, pp. 71-72.

McKinney, S. J. (2024) The legacy of Ignacio Ellacuría SJ and Ignacio Martín-Baró SJ Jesuit martyrs of El Salvador. Pastoral Review, 20, pp. 59-62.

Mou, L. (2024) A spirit of service in liberal arts education: the legacy from China’s former Christian universities and the influence of contrasting social contexts. Asia Pacific Education Review, (doi: 10.1007/s12564-024-10008-z)

McKinney, S. (2024) ‘Your brother’s blood cries out to me from the ground’ Ignacio Ellacuría, S.J. on the role of the Catholic university. Journal of Religious Education,

McColl, M., Brown, P. (2024) Transporting the museum to a place of innovative, immersive and inclusive educational engagement: where are we now? Vandenhoeck and Ruprecht unipress

Brown, S. (2024) Beyond ELT: More than just language teaching. ELT Journal, (doi: 10.1093/elt/ccae038)

Ramdarshan Bold, M. (2024) “I felt her poems were more like my life”: cultivating BPoC teenagers’ writer-identity through a poet residency. Literacy, (doi: 10.1111/lit.12386)

Phipps, A., Egido, A. A., Novelli, J. (2024) "There is not a word I speak that has not been given to me by somebody else": an interview with Dr. Alison Phipps. ESPecialist, 45, pp. 206-221. (doi: 10.23925/2318-7115.2024v45i4e63829)

Phipps, A. (2024) Word of wisdom: advice about multilingual practices. University Grapevine, 23, pp. 4-7.

Robinson, J., Cooney, P., McKinney, S. (2024) Cristo Rey Schools and the preferential option for the poor. Seminare, 45, pp. 167-178. (doi: 10.21852/sem.1825)

Yılmaz, A., Ortactepe Hart, D., Sönmez, N. (2024) Promoting social justice through dramatizing children’s literature: Lessons from EFL classrooms in Türkiye. TESOL Journal, (doi: 10.1002/tesj.857)

Ortactepe Hart, D., Burhan-Horasanlı, E. (2024) Neo-nationalism and Turkish higher education: a phenomenological case study of a multilingual scholar’s identity (re)construction. Studies in Higher Education, 49, pp. 1451-1462. (doi: 10.1080/03075079.2023.2268127)

Livingston, K., Waters-Davies, J. (2024) Agency in negotiating partnerships in initial teacher education: shifting sands. European Journal of Teacher Education, (doi: 10.1080/02619768.2024.2384477)

Lam, D. M.K. (2024) Listening and interactional competence. Routledge

Francis, D. A. (2024) Queer and trans activism in South African schools: Non-Governmental Organisations (NGOs) disrupting LGBT+ inequalities. Teaching and Teacher Education, 148, (doi: 10.1016/j.tate.2024.104705)

(2024) Conference Proceedings of the 10th LSME International Research Conference on Education for All.

McKinney, S. (2024) Education for all. London School of Management Education

Lam, D. M.K. (2024) Worked examples for peer interaction: a feedback and learning resource. ELT Journal, (doi: 10.1093/elt/ccae029)

Keith, N. et al. (2024) Emerging Ecologies of Health, Heritage, and Habitat: Looking into Living and Working in 2033. (doi: 10.17605/OSF.IO/BTNZ9)

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

Asplin, P., Mancy, R., Finnie, T., Cumming, F., Keeling, M. J., Hill, E. M. (2024) Symptom propagation in respiratory pathogens of public health concern: a review of the evidence. Journal of the Royal Society: Interface, 21, (doi: 10.1098/rsif.2024.0009)

McKinney, S. J. (2024) Leonard Cohen: The Mystical Roots of Genius, Harry Freedman, Bloomsbury 2024, ISBN 978-1-39941-649-8, Paperback 288pp £10.99, Pastoral Review bookshop £9.89. Pastoral Review, 20, pp. 71.

Yilmaz, A., Ortactepe Hart, D., Durmus, R. I. (2024) Social justice language teacher education in Türkiye: insights from an English as a foreign language (EFL) writing classroom. Bloomsbury Academic

Galloway, N. (2024) What’s in a name? Global Englishes – an umbrella term to address silo mentality or a misunderstood paradigm reinforcing silos? TESOL Quarterly, (doi: 10.1002/tesq.3337)

Francis, D. A. (2024) ‘I haven’t gotten my head around that.’: cisheterosexual school-attending youths’ accounts of how cisheteronormativity features in their sexuality education curriculum. International Studies in Sociology of Education, (doi: 10.1080/09620214.2024.2364056)

Moskal, M., Qamar, A.H. (2024) Participatory research methods and doing research with children [YouTube Talk]

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, (doi: 10.1080/03004279.2024.2357892)

Olusanya, B. O., Wright, S. M., Smythe, T., Khetani, M. A., Moreno-Angarita, M., Gulati, S., Brinkman, S. A., Almasri, N. A., Figueiredo, M., Giudici, L. B., Olorunmoteni, O., Lynch, P., Berman, B., Williams, A. N., Olusanya, J. O., Wertlieb, D., Davis, A. C., Hadders-Algra, M., Gladstone, M. J. (2024) Early childhood development strategy for the world's children with disabilities. Frontiers in Public Health, 12, (doi: 10.3389/fpubh.2024.1390107)

Galloway, N., Sahan, K., McKinley, J. (2024) English for specific purposes in surging English-medium instruction contexts. Journal of English-Medium Instruction, 3, pp. 236-259. (doi: 10.1075/jemi.23011.gal)

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.

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

Bradley, L., Perry, M., Fassetta, G., Ryan, S., Nelson, E. (2024) Denaturalizing “intelligence” in Higher Education: AI as a rupture to imagining and manifesting sustainable and anti-colonial literacies. Reading Research Quarterly, (doi: 10.1002/rrq.540)

McColl, M., Wilson, D. (2024) Redefining the museum placement in a post-pandemic world. Routledge

Mancy, R. (2024) Can urbanisation generate benefits for both human and ecosystem health? (doi: 10.36399/gla.pubs.325719)

Cheadle, T., Brunache, P., Lloyd, K., McColl, M., Plaquevent, B., Pickens, C. (2024) Radical collaboration: co-creating feminist online graduate courses through a university and museum partnership. Dialogues in Social Justice: An Adult Education Journal, 9, (doi: 10.55370/dsj.v9i1.1696)

Awosanmi, G. O., Afolayan, A. F., Perry, M., Ajibade, G. O., Ajayi, S. A. (2024) Policy impacts in dynamic relation to food, income, learning and security: COVID-19 lockdowns in a Nigerian Agrarian Community. Environment, Development and Sustainability, (doi: 10.1007/s10668-024-04938-2)

Asplin, P., Keeling, M. J., Hill, E. M., Mancy, R. (2024) Epidemiological and health economic implications of symptom propagation in respiratory pathogens: a mathematical modelling investigation. PLoS Computational Biology, 20, (doi: 10.1371/journal.pcbi.1012096)

Antony-Newman, M. (2024) Teachers and school leaders’ readiness for parental engagement: critical policy analysis of Canadian standards. Journal of Teacher Education, 75, pp. 321-333. (doi: 10.1177/00224871231199365)

Mancy, R., Stewart, G., Schroeder, M., Lazarakis, S., Angelopoulos, K. (2024) The legacy of epidemics: Influenza and smallpox in the early 20th century in Glasgow, UK. Editions Jérôme Millon

Dann, H., Drummond, R., Tasker, S., Montgomery, C., Durkacz Ryan, S., Carrie, E. (2024) Broad, strong, and soft: using geospatial analysis to understand folk-linguistic terminology. Journal of Linguistic Geography, (doi: 10.1017/jlg.2024.10)

Senbayrak, M., Ortactepe Hart, D. (2024) Exploring social justice dialogues in EFL conversation clubs: discursive moves and affordances. Language, Culture and Curriculum, (doi: 10.1080/07908318.2024.2339316)

McKinney, S. (2024) Life and legacy: the Jesuit martyrs in El Salvador. Open House, 316,

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

McHugh, M., McKinney, S. J. (2024) Revisiting the Carmont case. Innes Review, 75, pp. 53-57. (doi: 10.3366/inr.2024.0359)

McKinney, S. J. (2024) The six Jesuit martyrs of El Salvador – thirty-five years on. Pastoral Review, 20, pp. 56-60.

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

Moskal, M., Fassetta, G., Imperiale, M. G., Spurway, J. (2024) ‘To translate feelings not words’. Humanitarian interpreting: challenging institutional and professional boundaries in interpreting for refugees. Language and Intercultural Communication, (doi: 10.1080/14708477.2024.2317138)

Antony-Newman, M. (2024) Preparing teachers for parent engagement: role of teacher educators in Canada. Educational Review, (doi: 10.1080/00131911.2024.2324154)

Alves, I., Christodoulidis, A., Carpenter, J., Hogg, V. M. (2024) Practitioner enquiry as lifelong teacher education for inclusion. Education Sciences, 14, (doi: 10.3390/educsci14030268)

Phipps, A. (2024) To unhear: multilingual methods for pedagogies of cultural justice. Research Intelligence, 158, pp. 32-33.

McKinney, S. J. (2024) Catholic Social Teaching. An Introduction for schools, parishes and charities Raymond Friel (2023) Chawton: Redemptorist Publications ISBN 9780852316405. Pastoral Review,

Antony-Newman, M., Niyozov, S., Pashchenko, K. (2024) Middle-class parental engagement in pandemic times: developing strategies and mobilizing capitals. British Journal of Sociology of Education, 45, pp. 193-209. (doi: 10.1080/01425692.2023.2294687)

Brown, S., Sheridan, M. (2024) 'It's like we've gone backwards': Perceptions of Scottish ESOL policy. Language Issues, 34, pp. 3-14.

Brown, S. (2024) Social justice and the language classroom: Reflection, action and transformation By Deniz Ortaçtepe. Hart Edinburgh University Press. ISBN 978–14744–9176‐1 (paperback, GBP 24.99); 978–14744‐ 9175‐4 (hardcover, GBP 90.00 printed to order); 978–14744–9178‐5 (Ebook [ePub] GBP 24.99); 978–14744–9177‐8 (Ebook [PDF] GBP 90.00). 242 pages. TESOL Journal, (doi: 10.1002/tesj.791)

Selvi, A.-F., Galloway, N., Rose, H. (2024) Teaching English as an International Language. Cambridge University Press

Milne, G., Hirsu, L., Wessels, B. (2024) Exploring the role of digital technology for climate and environment education in an outdoor learning setting. Pilot Study. (doi: 10.36399/gla.pubs.321126)

García-González, M., Munita, F., Arizpe, E. (2024) Introduction: Latin American children’s literature and culture. International Research in Children's Literature, 17, pp. 1-5. (doi: 10.3366/ircl.2024.0541)

(2024) Latin American Children’s Literature and Culture. International Research in Children’s Literature,

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

Ramdarshan Bold, M. (2024) Women of colour in British Young Adult fiction: Subverting stereotypes and expanding identities. Edinburgh University Press

McKinney, S., Hall, S., Lowden, K. (2024) Food poverty and Catholic schools in the post Covid-19 era. Networking: Catholic Education Today, 25, pp. 8-10.

Smith, K., Ramdarshan Bold, M. (2024) The Publishing Business: A Guide to Starting Out and Getting On. Bloomsbury

Arizpe, E. (2024) Los que regresany los que no: posmemoria y libros álbumsobre niñosevacuados = Those who come back and those who don’t : postmemory and picturebooks about evacuated children. LIJ Ibero. Revista de Literatura Infantil y Juvenil Contemporánea, 17, pp. 36-53. (doi: 10.48102/lijibero.17.372)

Wood, R. (2024) Happier on the outside? Discourses of exclusion, disempowerment and belonging from former autistic school staff. Journal of Research in Special Educational Needs, 24, pp. 39-52. (doi: 10.1111/1471-3802.12612)

McKinney, S., Wheeler, M., O’Donnell, J. (2024) I was a stranger and you welcomed me. Stella Maris: chaplaincy to seafarers. International Journal of the Study of the Christian Church, 24, pp. 34-52. (doi: 10.1080/1474225X.2024.2316991)

Dickson, M., Bradley, L., Read, B. (2024) International student-parents in UK higher education: a temporal analysis of their intersectional experiences and challenges. International Journal of Intercultural Relations, 98, (doi: 10.1016/j.ijintrel.2024.101933)

Phipps, A. (2024) Call and No Response: 30 Prayers in Genocidal Times. Wild Goose Publications

(2024) Characteristics and Conditions for Innovative Teachers: International Perspectives. Routledge

Livingston, K., Macfarlane, G. (2024) Characteristics and conditions to support innovative teachers: agency to transform learning and teaching. Routledge

McKinney, S., O’Loughlin, T., Tóth, B. (2024) Editorial. Messenger Publications

Miah, M. A. A., Chandna, J., Gurung, R., Masoud, N. S., Paul, P., Ameen, S., Basnet, O., Miraji, M., Tann, C., Mili, I. A., Tanvir Hossain, A.K.M., Chowdhury, A. I., Alam, A., Mackinnon Milner, K., El Arifeen, S., Ashish, K.C., Manji, K., Lynch, P., Lawn, J. E., Hamadani, J. D., EN-REACH collaborative group, (2024) Every Newborn-Reach Up Early Education Intervention for All Children (EN-REACH)- a parent group intervention for school readiness in Bangladesh, Nepal, and Tanzania: study protocol for a cluster randomized controlled trial. Trials,

Livingston, K., O’Sullivan, C., Attard, K. (2024) Innovative teachers from the perspective of teacher educators. Routledge

Ramdarshan Bold, M., Noorda, R., Weber, M. (2024) International Bestsellers and the Online Reconfiguring of National Identity. Cambridge University Press

Livingston, K. (2024) Introduction to the Innovative Teachers Research Study. Routledge

Badwan, K., Phipps, A. (2024) Keep Telling of Gaza. Sídhe Press

Futro, D., Hirsu, L., Faulds, K., Ferguson, K., Dulemba, E., Karadzhova, E. (2024) Multilingual Approaches through Art Materials for Primary and Complementary School Teachers and Learners.

Perry, M. (2024) Pluriversal Literacies for Sustainable Futures: When Words are not Enough. Routledge

(2024) Synodality and the Recovery of Vatican II: A New Way for Catholics.

McKinney, S. (2024) The Council of Jerusalem in Acts 15 and synodality. Messenger Publications

Brown, S. (2024) The Profit Motive: Time to Problematise Capitalism in ELT?

Attard, K., Livingston, K., O’Sullivan, C. (2024) Transformative professional development to develop and support innovative teachers. Routledge

Futro, D., Faulds, K., Hirsu, L. (2024) Using art to develop multilingual approaches to language teaching. EAL Journal, 23, pp. 38-41.

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]

Ramdarshan Bold, M. (2024) YA Anthologies: Amplifying Voices, Building Community. Cambridge University Press

Yohannes, H. T., Phipps, A. (2023) What does it mean to move? Joy and resistance through cultural work in South-South migration. Palgrave Macmillan

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.

Imperiale, M. G., Ross, D., Fassetta, G. (2023) Improving refugee teacher development in Lebanon and Jordan: nurturing teacher identity, relationships, and agency. NORRAG

Sancheti, P., Zacharias, S. (2023) Science teachers’ perceptions of the role of language in pedagogic practices in plurilinguistic EMI settings in India. Language Scholar, 12, pp. 35-55.

Beukes, A., Francis, D. A. (2023) “All of a sudden, you are alien to them”: Transgender and gender-diverse students’ experiences of and responses to institutionalised cisgenderism at Stellenbosch University. African Sun Media

Lam, S. S. M., Lam, D. M. K., Mak, C. C. M. (2023) Integrating concept-based learning into writing assessment in Chinese as a second language: An exploration of students’ perspective. Springer

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

Fassetta, G., Imperiale, M. G. (2023) Language and integration of refugee children: reflections on delinking and decoloniality. L2 Journal, 15, pp. 1-19. (doi: 10.5070/L2.2466)

Nouraldeen, M., Alves, I., Moskal, M. (2023) Syrian families and Scottish schools: from involvement to participation and partnership. Research Intelligence, 157, pp. 22-23.

Garcia Gonzalez, M., Arizpe, E. (2023) Kinning with picturebooks about la frontera. Routledge

Francis, D. A. (2023) ‘A square peg in a round hole’. Transgender and gender diverse youth and schooling in South Africa. Sexualities, (doi: 10.1177/13634607231212850)

Nakatsuhara, F., Lam, D. M.K., Jones, J. J., Chan, S., Chen, S., Wu, R. (2023) Exploring the dynamic relationship between Dr. GEPT feedback and learners' L2 motivation.

McKinney, S. J., Whittle, S. (2023) AULRE 2023: theory, policy and practice in RE—is this a time of divergence? Journal of Religious Education, 71, pp. 193-196. (doi: 10.1007/s40839-023-00217-w)

Yohannes, H., Phipps, A., Fernandes, F., Silva, J. (2023) Intercultural knowledge production: against gender-based violence and towards epistemic justice. Language and Intercultural Communication, 23, pp. 501-506. (doi: 10.1080/14708477.2023.2270878)

McKinney, S. J. (2023) Voices of young people in the Synod. Journal of Religious Education, 71, pp. 337-348. (doi: 10.1007/s40839-023-00210-3)

Fassetta, G., Imperiale, M. G., Alshobaki, S., Al-Masri, N. (2023) Welcoming Languages: teaching a ‘refugee language’ to school staff to enact the principle of integration as a two-way process. Language and Intercultural Communication, 23, pp. 559-573. (doi: 10.1080/14708477.2023.2247386)

(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

Muwanika, V., Perry, M., Kayendeke, E., Pullanikkatil, D., Okot, A., Thakadu, O., Mwesigwa, G., Mfitumukiza, D. (2023) Survival versus sustaining: A multidisciplinary inquiry of the environmental dilemma in rural Uganda. Natural Resources Forum, (doi: 10.1111/1477-8947.12360)

Morrison-Love, D., Patrick, F. (2023) The Adaptive Subject Pedagogy Model: Understanding Pre-Service Teachers’ Pedagogical Reasoning in Design & Technology.

Davies, S., McLain, M., Hardy, A., Morrison-Love, D. (2023) Welcome and Editorial. Liverpool John Moores University

Kadoma, A., Perry, M., Renaud, F. G. (2023) Stakeholders’ perceptions of wetland conservation and restoration in Wakiso District, Uganda. Environment, Development and Sustainability, (doi: 10.1007/s10668-023-04008-z)

Wood, R. (2023) Keynote Address: What Can we Learn from Autistic Teachers?

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.

Ling, L., Livingston, K. (2023) Universities in Times of Crisis and Disruption: Dislocated Complexity. Routledge

Ortactepe Hart, D., Aydınlı, J. (2023) Applied linguistics and language education research in Turkey: 2016–2022. Language Teaching, 56, pp. 495-521. (doi: 10.1017/S0261444823000198)

Moskal, M. (2023) Benefiting from transnational experience: Migration and the role of lifelong learning. Taipei City Government

Phipps, A., Diamond, P. (2023) Decolonising multilingualism: a practice-led approach. Multilingual Matters

Antony-Newman, M. (2023) Questioning equity and excellence in Ontario and Scotland: critical policy analysis of parent inclusion for reducing educational inequality. Comparative and International Education, 52, pp. 73-86. (doi: 10.5206/cie-eci.v52i1.15365)

Fisher, D. X., Hunter, S., Qadir, S., Phipps, A. (2023) Towards two-way integration: a comparative review of refugee integration strategies. Routledge

Sithole, T., Phipps, A. (2023) “I shiver a little, I shudder a little”: gist translation and uncanny bodily knowledges.

Sithole, T., Phipps, A. (2023) "I shiver a little, I shudder a little:" Gist Translation and Uncanny Bodily Knowledges.

Lynch, P., Schuelka, M. J., Brown, R., Johnstone, C., Tshewang, S. (2023) Meaningful employment opportunities for youth with disabilities in Bhutan: piloting an employment assessment toolkit. International Journal of Educational Development, 101, (doi: 10.1016/j.ijedudev.2023.102820)

McKinney, S. J. (2023) The effects of poverty on children and young people in the post Covid-19 era. Pastoral Review, 19, pp. 15-19.

Morrison-Love, D., Makara Fuller, K., Borquez Sanchez, E. (2023) Curricular Progression and Pupil Learning: Towards a Method for Understanding how Pupils Progress in Learning Over Time.

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

Wood, R., Gagat-Matuła, A., Bottema-Beutel, K., Arshad, R. (2023) Learning Lessons from Autistic Teachers in Poland and the UK.

Makara Fuller, K., Morrison-Love, D., Borquez Sanchez, E. (2023) Steps to the Future for 'Curriculum for Wales': Developing Coherence, Co-construction, and Praxis.

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)

Barnes, L. P., Lundie, D. C., McKinney, S., Williams, K. (2023) Religious education in the United Kingdom and Ireland. Routledge

Sutherland, M., Reid, C. (2023) A small country with big ambitions: does this include the gifted? Education Sciences, 13, (doi: 10.3390/educsci13080832)

Zacharias, S., Binti Nek Kamal, N. (2023) Language Awareness: using digital technologies to enhance conceptual understanding.

Raby, R. L., Legusov, O., Addae, D., Martel, J., Mou, L., Wood, D. (2023) Role of community colleges and other TVET institutions in advancing sustainable development by supporting access, diversity, and inclusion for nontraditional student populations. Diaspora, Indigenous, and Minority Education, 17, pp. 214-231. (doi: 10.1080/15595692.2022.2157397)

Schroeder, M., Lazarakis, S., Mancy, R., Angelopoulos, K. (2023) An extended period of elevated influenza mortality risk follows the main waves of influenza pandemics. Social Science and Medicine, 328, (doi: 10.1016/j.socscimed.2023.115975)

Moskal, M. (2023) Drawing Deportation: Art and Resistance among Immigrant Children. By Silvia Rodriguez Vega (ed.) NYU Press, 2023 Paperback 9781479810451, 240pp, $30.00. Children and Society, 37, pp. 1332-1333. (doi: 10.1111/chso.12749)

Mou, L., Zha, Q., Hayhoe, R. (2023) Liberal Arts Education in the Universities of Greater China: Historical Legacy, Current Models, and Future Prospects.

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

Zacharias, S. (2023) Developing International Student-teachers' Metalinguistic Understanding for Teaching EAL Writers.

Hayward, L. (2023) It's Our Future: Report of the Independent Review of Qualifications and Assessment.

Moskal, M. (2023) Migration and home in research with children and young people: story, participation, agency. Edward Elgar Publishing

Francis, D. (2023) “You gotta pull yourself towards yourself.” A sociological analysis of how Transgender and Gender Diverse (TGD) school attending youth, school managers and teachers understand and respond to transphobia in South African schools. Teachers and Teaching: Theory and Practice, (doi: 10.1080/13540602.2023.2225417)

Gormally, S., Arizpe, E., Bahena-Rivera, A. (2023) What would peace look like in Acapulco? The views of local practitioners and stakeholders. Journal of Peacebuilding and Development, (doi: 10.1177/15423166231179239)

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)

Zacharias, S. (2023) Integrating CL-Orientated Practices into a Postgraduate TESOL Programme: Challenges and Opportunities to Move Beyond the GRAMMAR IS A RULEBOOK Construal.

McKinney, S. (2023) John McMaster: committed to faith (Obituary) Flourish, 2023, pp. 19.

Ross, D., Imperiale, M. G., Fassetta, G. (2023) Learning for informal and nonformal educators in Lebanon and Jordan (LINEs)

Imperiale, M. G., Fassetta, G., Ross, D. (2023) Reflections on the LINEs project.

McKinney, S. J. (2023) The Spiritual Journey of St Patrick by Aidan J. Larkin SSC. Pastoral Review, 19, pp. 75-76.

Ryan, S. D., Dann, H., Drummond, R. (2023) “Really this girl ought to be going to something better”: Rhoticity and social meaning in oral history data. Language in Society, 52, pp. 459-483. (doi: 10.1017/S0047404522000215)

McKinney, S. J., Zannoni, F. (2023) Education in a world of conflict and division. Educazione Interculturale, 21, pp. I-IV. (doi: 10.6092/issn.2420-8175/17038)

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)

McKinney, S. (2023) Illustrious women: Sr Agnes Xavier Trail: one of Scotland's first religious after the Reformation. St Moluag's Coracle, pp. 26 May.

Antony-Newman, M., Niyozov, S. (2023) Barriers and facilitators for academic success and social integration of refugee students in Canadian and US K–12 schools: a meta-synthesis. Canadian Journal of Education, (doi: 10.53967/cje-rce.5859)

Ng, P. T. M., Mou, L., Hayhoe, R. (2023) Introduction: Liberal Arts Education, the normal university and current scholarship on the heritage of China’s Christian universities. Springer

(2023) Liberal Arts and the Legacy of China’s Christian Universities. (doi: 10.1007/978-981-99-0067-1)

Casey, R., Wessels, B., Chalmers, D., Hirsu, L. (2023) Living Well in a Digital World: Economic, Social and Cultural Challenges. Briefing paper.

Ortaçtepe Hart, D. (2023) Social Justice and the Language Classroom: Reflection, Action, and Transformation. Edinburgh University Press

Bradley, L. (2023) Stories of the canon (stories of the self): towards an intra-active decolonisation of higher education. Discourse: Studies in the Cultural Politics of Education, 44, pp. 859-872. (doi: 10.1080/01596306.2023.2202898)

Olusanya, B. O., Nair, M. K. C., Lynch, P., Hadders-Algra, M. (2023) Editorial: Optimizing school readiness for children with developmental disabilities. Frontiers in Pediatrics, 11, (doi: 10.3389/fped.2023.1196934)

Francis, D., McEwen, H. (2023) Normalising intolerance: the efforts of Christian Right groups to block LGBTIQ+ inclusion in South African schools. Culture, Health and Sexuality, (doi: 10.1080/13691058.2023.2195913)

MacDiarmid, C., Haghi, I., Di Giallonardo, S., Simbolon, N., Lam, D., Budzenski, M. (2023) Designing a collaborative EMI and EAP teacher professional development MOOC for vocational Indonesian higher education teachers.

Brown, S., John, T. (2023) Facilitating the Transition of International Scholars towards PhD Study (Also, Lockdown!)

Brown, S. (2023) Enabling Compliance? Scottish ESOL and Comfort Radicalism.

Arizpe, E., Noble, K., Styles, M. (2023) Children Reading Pictures: New Contexts and Approaches to Picturebooks. Routledge

Ortaçtepe Hart, D. (2023) Creating anti-oppressive digital spaces for social justice language education. TESOL Quarterly, 57, pp. 285-297. (doi: 10.1002/tesq.3180)

Hayward, L., Baird, J.‐A., Allan, S., Godfrey‐Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., Wiseman-Orr, M. L. (2023) National qualifications in Scotland: a lightning rod for public concern about equity during the pandemic. European Journal of Education, 58, pp. 83-97. (doi: 10.1111/ejed.12543)

Francis, D. A. (2023) ‘And I would ask myself, what’s being gay got to do with this anyway?’ Constructions of queer subject positions in student’s stories. Education, Citizenship and Social Justice, 18, pp. 59-70. (doi: 10.1177/17461979211048670)

Wood, R. (2023) Learning from Autistic Teachers how Autistic Children and Young People can Flourish in School.

Lynch, P., Nabwera, H. M., Babikako, H. M., Rasheed, M., Donald, K. A., Mbaleh, E. W., Stockdale, E., Chande, P., Van den Heuvel, M., Kakooza Mwesigej, A., Gladstone, M. (2023) Experiences of identifying pre-school children with disabilities in resource limited settings – an account from Malawi, Pakistan and Uganda. Disability and Society, (doi: 10.1080/09687599.2023.2181769)

Angelopoulos, K., Stewart, G., Mancy, R. (2023) Local infectious disease experience influences vaccine refusal rates: a natural experiment. Proceedings of the Royal Society B: Biological Sciences, 290, (doi: 10.1098/rspb.2022.1986)

Francis, D. A. (2023) “Did you just say I was lit ?” Transgender and non-binary youth doing gender; resisting cisnormativity in South African schools. Journal of Gender Studies, (doi: 10.1080/09589236.2023.2172386)

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.

Collier, D. R., Perry, M. (2023) Imagining research together and working across divides: arts-informed research about young people’s (post) digital lives. Qualitative Research, 23, pp. 72-91. (doi: 10.1177/14687941211010029)

Keith, N. et al. (2023) Regenerative Futures: From Global to Local Development in 2032. (doi: 10.36399/gla.pubs.295862)

McKinney, S. (2023) Welcome return for Mungo festival. Flourish, 2023, pp. 14.

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

Fassetta, G., Imperiale, M. G., Hirsu, L., Alshobaki, S. (2023) Welcoming Languages.

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

McKinney, S. J., Edwards, R., Humes, W.M. (2023) The Education (Scotland) Act 1872. Networking: Catholic Education Today, 24, pp. 8-10.

McKinney, S. J. (2023) Applied Catholic social teaching: preferential option for the poor and Catholic schools. International Journal for the Study of the Christian Church, 23, pp. 31-47. (doi: 10.1080/1474225X.2023.2175531)

McKinney, S. (2023) Catholic education and social justice in Europe. International Studies in Catholic Education, 15, pp. 77-89. (doi: 10.1080/19422539.2023.2184547)

Nesterova, Y., Moskal, M. (2023) Conversations: Yulia Nesterova with Marta Moskal. Diaspora, Indigenous, and Minority Education, 17, pp. 1-7. (doi: 10.1080/15595692.2022.2148650)

Brown, S. (2023) Global English and Political Economy: John P. O’Regan Routledge 2021, 272 pp. (inc. references and index), £34.99 (paperback) ISBN 978-1-138-81112-6. ELT Journal, 77, pp. 121-123. (doi: 10.1093/elt/ccac036)

Bananuka, T., Perry, M., Kadoma, A. (2023) Researching without “methods”: an experiment in socio-ecological sustainability research with rural communities. International Journal of Qualitative Methods, 22, pp. 16094069231179159. (doi: 10.1177/16094069231179159)

Wood, R., Happé, F. (2023) What are the views and experiences of autistic teachers? Findings from an online survey in the UK. Disability and Society, 38, pp. 47-72. (doi: 10.1080/09687599.2021.1916888)

Imperiale, M. G., Fassetta, G., Alshobaki, S. (2023) 'I need to know what to say when children are crying’: a language needs analysis of Scottish primary educators learning Arabic. Language and Intercultural Communication, 23, pp. 367-384. (doi: 10.1080/14708477.2023.2168010)

Hirsu, L., Nguyễn Ngọc, Á., Futro, D., Lê Anh, V., McAdam, J., Bùi Thị, D., Arizpe, E., Trần Mỹ, N. (2023) Arts-based Language Learning: A Resource Book for Teachers in Primary and Lower Secondary Schools. Vietnam National University Press

Lam, D. M.K., Galaczi, E., Nakatsuhara, F., May, L. (2023) Assessing interactional competence: exploring ratability challenges. Applied Pragmatics, 5, pp. 208-233. (doi: 10.1075/ap.00014.lam)

(2023) Campo en formación. Textos clave para la crítica de literatura infantil a juvenil.

Perry, M., Ramos, M., Palacios, N. (2023) Changing conceptions of literacy: pluriversal literacies. Firenze University Press

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

Brown, S., Nanguy, C. (2023) Do Global Coursebooks Promote Discriminatory Ideologies?

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

Zacharias, S. (2023) Enhancing TESOL Pre-service Teachers’ Understanding of Language Use with Digital Technologies.

Wood, R. (2023) From disempowerment to well-being and flow: Enabling autistic communication in schools. Routledge

(2023) Intercultural Knowledge Production: Against Gender-based Violence and Towards Epistemic Justice. Language and Intercultural Communication, 23,

(2023) LSME Research Book. Publication of Research Papers Presented at the 9th LSME International Research Conference on Global Education and the Green Economy.

Tordzro, G. K., Sithole, T., Hoogeveen, B., Bradley, L., Ptolomey, M. (2023) Quilting for manifesting anti-colonial futures with Lisa and Mindy. UNESCO RILA Podcast Episode E48.

McKinney, S. (2023) The universitisation of teacher education and Religious Education. Waxmann Verlag

McKinney, S., Parhi, S., Kumar, R., Shifau, H., Gray, P. (2023) The value of culture, history and religion in school education. London School of Management Education

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)

Livingston, K. (2023) What does quality teacher education mean and how can the preparation of future teachers be quality assured? Brill

Bissett, M., Gray, C. M., Abdulla, S., Bunn, C., Crampin, A. C., Dillip, A., Gill, J. M.R., Kaare, H. C., Kalima, S., Kambulu, E., Lwanda, J., Makoye, H. F., Mtema, O., Perry, M., Strachan, Z., Todd, H., Mtenga, S. M. (2022) "I see salt everywhere": a qualitative examination of the utility of arts-based participatory workshops to study noncommunicable diseases in Tanzania and Malawi. PLoS Global Public Health, 2, (doi: 10.1371/journal.pgph.0000927)

Moskal, M., Martin, F., Bauschke-Urban, C., Hu, M., Read, B. (2022) Intersecting inequalities in mobility of international students from Asia and Africa [Symposium]

Dann, H., Ryan, S. D., Drummond, R. (2022) Social meaning in archival interaction: a mixed-methods analysis of variation in rhoticity and past tense BE in Oldham. English Language and Linguistics, 26, pp. 861-887. (doi: 10.1017/s1360674322000119)

Drummond, R., Dann, H., Tasker, S., Ryan, S. D. (2022) The Manchester Voices Accent Van: taking sociolinguistic data collection on the road. Linguistics Vanguard, 8, pp. 263-277. (doi: 10.1515/lingvan-2022-0050)

Phipps, A., Aldegheri, E., Fisher, D. (2022) The New Scots Refugee Integration Strategy: a report on the local and international dimensions of integrating refugees in Scotland.

Livingston, K., Ling, L. (2022) Third space workers in higher education in times of dislocated complexity. European Journal of Education, 57, pp. 646-658. (doi: 10.1111/ejed.12523)

DePietro, K., Ortactepe Hart, D., Liu, X. (2022) Harvesting digital spaces for emergent bilinguals: culturally-sustaining mall pedagogies for migrant children. European Journal of Applied Linguistics and TEFL, 11, pp. 43-61.

Alves, I., Fernandes, D. (2022) Public policies in Portuguese education: the path to inclusion for all. Elsevier

McKinney, S. (2022) A historic ‘no’ which led to the modern system of Catholic schools. Flourish, 2022, pp. 8.

McKinney, S. J., Whittle, S. (2022) AULRE 2022: Religious education and social justice in a time of climate crisis Guest editors’ introduction. Journal of Religious Education, 70, pp. 243-248. (doi: 10.1007/s40839-022-00191-9)

Sime, D., Tyrrell, N., Käkelä, E., Moskal, M. (2022) Performing whiteness: Central and Eastern European young people’s experiences of xenophobia and racialisation in the UK post-Brexit. Journal of Ethnic and Migration Studies, 48, pp. 4527-4546. (doi: 10.1080/1369183X.2022.2085678)

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

McKinney, S. (2022) ‘…and yet there’s still no peace’ Catholic Indigenous Residential Schools in Canada. Journal of Religious Education, 70, pp. 327-340. (doi: 10.1007/s40839-022-00182-w)

Moskal, M. (2022) 從跨國經驗中受益：移民和終身學習的作用 = Benefiting from transnational experience: Migration and the role of lifelong learning. Taipei City Government

McColl, M. (2022) Exploring Social Memory as Represented by Visual Culture in the Form of the Mural.

Brown, S., John, T. (2022) Navigating no-man's land: facilitating the transition of international students to PhD study: a case of a Scottish university. Springer

Masson, M., Antony-Newman, M., Antony-Newman, M. (2022) The immigrant perspective: Eastern-European parental discourses about the value of French, plurilingualism and plurilingual literacy practices. International Journal of Bilingual Education and Bilingualism, 25, pp. 3507-3520. (doi: 10.1080/13670050.2022.2079372)

Cox, S., Phipps, A., Hirsu, L. (2022) Language learning for refugee women in the wake of the Covid-19 pandemic: restorative pedagogies for integrating to place—Perspectives from Scotland. Frontiers in Communication, 7, (doi: 10.3389/fcomm.2022.982813)

Wood, R., Gagat-Matuła, A. (2022) Autistic School Staff Project: Understanding and Supporting the Needs, Strengths and Experiences of Autistic School Staff in a Range of Education Roles in Schools.

Shanks, R., McKinney, S. J. (2022) Cost and affordability of school uniform and child poverty. Scottish Educational Review, 54, pp. 26-48. (doi: 10.1163/27730840-54010003)

Galloway, N., Rose, H. (2022) Cross-fertilisation, not bifurcation, of EMI and EAP. ELT Journal, 76, pp. 538-546. (doi: 10.1093/elt/ccac033)

Zacharias, S., Evison, J. (2022) I see what you mean: exploring figurative uses of language. Routledge

McKinney, S. J. (2022) Revisiting Justice in the World. Pastoral Review, 18, pp. 45-49.

Ptolomey, M., Nelson, E. L. (2022) A creative conversation for re-imagining creative visual methods with children and young people in pandemic times and beyond. Sociological Research Online, 27, pp. 684-689. (doi: 10.1177/13607804221089681)

O'Shea, M., Mou, L., Xu, L., Aikins, R. (2022) Communicating COVID‑19: analyzing higher education institutional responses in Canada, China, and the USA. Higher Education Policy, 35, pp. 629-650. (doi: 10.1057/s41307-022-00276-y)

Jolley, E., Bechange, S., Mankhwazi, M., Mbukwa Ngwira, J., Murphy, R., Schmidt, E., Lynch, P. (2022) Measuring the impact of a training intervention for early childhood centre staff on child development outcomes: Findings from a cluster randomized control field trial in rural Malawi. Child: Care, Health and Development, 48, pp. 736-743. (doi: 10.1111/cch.12981)

Mclinden, M., Douglas, G., Hewett, R., Cobb, R., Keil, S., Lynch, P., Roe, J., Thistlewaite, J. (2022) Promoting Equitable Access to Education for Children and Young People with Vision Impairment: A Route-Map for a Balanced Curriculum. Routledge

McMonagle, C., Brown, D., Reeve, R., Mancy, R. (2022) Trends in the diversity of mortality causes and age-standardised mortality rates among subpopulations within Scotland, 2001-2019. SSM - Population Health, 19, (doi: 10.1016/j.ssmph.2022.101192)

Morrison-Love, D., Patrick, F. (2022) Supporting student teachers to integrate theory, research, and practice: developing the Adaptive Subject Pedagogy Model. Research in Science and Technological Education, (doi: 10.1080/02635143.2022.2116422)

Wood, R., Crane, L., Happé, F., Moyse, R. (2022) Learning from autistic teachers: lessons about change in an era of Covid-19. Educational Review, (doi: 10.1080/00131911.2022.2103521)

White, R. G., Fay, R., Chiumento, A., Giurgi-Oncu, C., Phipps, A. (2022) Communication about distress and well-being: epistemic and ethical considerations. Transcultural Psychiatry, 59, pp. 413-424. (doi: 10.1177/13634615221082795)

Phipps, A. (2022) Decolonizing languages in rural settings: towards equatorial epistemologies. Cambridge University Press

Athrof, Y., Borquez Sanchez, E., Hutchinson, C., MacBride, G., Makara Fuller, K., Morrison-Love, D., Spencer, E., Valdera-Gil, F., Wiseman-Orr, L., Siôn ap Gruffudd, G., Brychan, A., Sharpling, E., Stacey, D. (2022) CAMAU Assessing for the Future Handbook. The Welsh government, Addysg Cymru Education Wales,

Phipps, A. (2022) Against Capture, Cleansing and Extraction: Towards a New Eco-Social Discourse of Research and Investigation.

Antony-Newman, M. (2022) The role of plurilingual parenting in parental engagement of immigrant families. Journal of Multilingual and Multicultural Development, (doi: 10.1080/01434632.2022.2097686)

McKinney, S. J. (2022) Child poverty and the challenges for Catholic schools in the post-pandemic era. Journal of Religious Education, 70, pp. 197-204. (doi: 10.1007/s40839-022-00170-0)

(2022) English-Medium Instruction Practices in Higher Education: International Perpsectives. (doi: 10.5040/9781350167889)

Zacharias, S. (2022) It…he [the Moon] didn’t look tasty! Transnational children’s use of metaphors as a transcultural tool to gain symbolic power in family discourse. Language and Intercultural Communication, 22, pp. 473-486. (doi: 10.1080/14708477.2021.1967967)

Arizpe, E., McGilp, E. (2022) Picturebook futures. Wiley-Blackwell

Perry, M., Sharp, J., Aanyu, K., Robinson, J., Duclos, V., Ferdous, R. (2022) Research partnerships across international contexts: a practice of unity or plurality? Development in Practice, 32, pp. 635-646. (doi: 10.1080/09614524.2022.2056579)

Morrison-Love, D. (2022) Technological problem solving: an investigation of differences associated with levels of task success. International Journal of Technology and Design Education, 32, pp. 1725-1753. (doi: 10.1007/s10798-021-09675-5)

Greenwood, M., Gercama, I., Lynch, P., Moore, K., Mankhwazi, M., Mbukwa, J., Bedford, J. (2022) ‘Let’s grow together’: understanding the current provision of early childhood development and education for children with disabilities in rural Malawi through community-based participatory research. International Journal of Disability, Development and Education, 69, pp. 1200-1215. (doi: 10.1080/1034912X.2020.1786021)

Smythe, T., Almasri, N. A., Moreno Angarita, M., Berman, B. D., Kraus de Camargo, O., Hadders-Algra, M., Lynch, P., Samms-Vaughan, M., Olusanya, B. O. (2022) The role of parenting interventions in optimizing school readiness for children with disabilities in low and middle income settings. Frontiers in Pediatrics, 10, (doi: 10.3389/fped.2022.927678)

Sitholé, T., Crawley, H., Feyissa, D., Tapsoba, T. A., Meda, M. M., Sangli, G., Yeoh, S. G., Phipps, A. (2022) The language of migration. Zanj: The Journal of Critical Global South Studies, 5, pp. 14-26. (doi: 10.13169/zanjglobsoutstud.5.1.0002)

Phipps, A. (2022) The Well in Welcoming. Multilingual Matters

Moskal, M. (2022) EU citizenship law and policy: beyond Brexit, by Dora Kostakopoulou, Cheltenham, UK and Northampton, MA, USA, Edward Elgar Publishing, 2020, 192 pp, £20/$26 (eBook version), ISBN: 978 1 78643 158 5. Ethnic and Racial Studies, 45, pp. 1600-1602. (doi: 10.1080/01419870.2021.2008467)

Medina, C. L., Perry, M., Wohlwend, K. (2022) Playful Methods: Engaging the Unexpected in Literacy Research. Routledge

Phipps, A., Sitholé, T. (2022) Interrupting the cognitive empire: keynote drama as cultural justice. Language and Intercultural Communication, 22, pp. 391-411. (doi: 10.1080/14708477.2022.2039170)

(2022) Mentoring Teachers in Scotland: a Practical Guide.

Livingston, K., Shiach, L., Allen, F., Smith, N. (2022) Mentoring in the career-long professional learning phase of teacher education. Routledge

Buccholz, B., Davis, S., Deliman, A., Harrison, K., Iyer, I., Nelson, E., Pennington, C., Scott, J. A. (2022) Taking playful methods into the wild. Routledge

Ramdarshan Bold, M. (2022) The commodification, "diversification", and Walliams-fication of the British children’s book market. Wiley

Wang, S., Moskal, M., Schweisfurth, M. (2022) The social practice of silence in intercultural classrooms at a UK university. Compare: A Journal of Comparative and International Education, 52, pp. 600-617. (doi: 10.1080/03057925.2020.1798215)

Livingston, K. (2022) What do we mean by mentoring? The context for mentoring in Scotland. Routledge

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

Mancy, R., Rajeev, M., Lugelo, A., Brunker, K., Cleaveland, S., Ferguson, E. A., Hotopp, K., Kazwala, R., Magoto, M., Rysava, K., Haydon, D. T., Hampson, K. (2022) Rabies shows how scale of transmission can enable acute infections to persist at low prevalence. Science, 376, pp. 512-516. (doi: 10.1126/science.abn0713)

(2022) Learning From Autistic Teachers: How to Be a Neurodiversity-Inclusive School.

Phipps, A. (2022) Conflict and the cognitive empire: Byram’s critical cultural awareness. Multilingual Matters

McKinney, S. J., Humes, W. M., Edwards, R. (2022) Navigating a path. Open House, 299, pp. 17-18.

Lynch, P., Singal, N., Francis, G. A. (2022) Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review. Educational Review, (doi: 10.1080/00131911.2022.2035685)

Galloway, N., Ruegg, R. (2022) English Medium Instruction (EMI) lecturer support needs in Japan and China. System, 105, (doi: 10.1016/j.system.2022.102728)

Ramdarshan Bold, M., Kennon, P., Morrissey, S. (2022) Impacts of COVID-19 on Children’s and Young Adult Literature Creative, Cultural, and READING Communities in Scotland and Ireland.

(2022) LSME Research Compendium 2022. Publication of Research Papers Presented at the 8th LSME International Research Conference on Sustainable Development.

McGuire, W., Harrington, O., MacDiarmid, C., Zacharias, S. (2022) The TEDM Principle: improving written feedback. Innovative Practice in Higher Education, 4,

McKinney, S. J., Parhi, S., Kumar, R., Shifau, H., Gray, P. (2022) What have we learned about closures of education institutions during the SARS outbreak of 2003 and the Covid-19 pandemic? London School of Management Education (LSME)

Moskal, M., Sime, D. (2022) Young Europeans in Brexit Britain: unsettling identities. Global Networks, 22, pp. 183-196. (doi: 10.1111/glob.12338)

monakali, e., Francis, D. A. (2022) “I get fire inside me that tells me I’m going to defy.”: The discursive construction of trans masculinity in Cape Town, South Africa. Men and Masculinities, 25, pp. 3-23. (doi: 10.1177/1097184x20982025)

Galloway, N., Curle, S. (2022) “I just wanted to learn Japanese and visit Japan”: The incentives and attitudes of international students in English-Medium Instruction programmes in Japan. International Journal of Language Studies, 16, pp. 23-48.

McAdam, J., Paschke, B., Price, K., Sneddon, S., Stapleton, G., Tierney, A. (2022) Communities of practice that work! Using the Faculty Learning Community model to effect change.

Soni, A., Reyes Soto, M., Lynch, P. (2022) A review of the factors affecting children with disabilities’ successful transition to early childhood care and primary education in sub-Saharan Africa. Journal of Early Childhood Research, 20, pp. 59-79. (doi: 10.1177/1476718X211035428)

The Global Research on Developmental Disabilities Collaborators, (2022) Accelerating progress on early childhood development for children under 5 years with disabilities by 2030. Lancet Global Health, 10, pp. e438-e444. (doi: 10.1016/S2214-109X(21)00488-5)

Arizpe, E. (2022) Mediating the Act of Reading through Picturebooks and Fictional Readers. Lehigh University Press

Zhai, K., Moskal, M. (2022) The impact of place of origin on international and domestic graduates’ mobility in China. International Migration Review, 56, pp. 123-154. (doi: 10.1177/01979183211026208)

Haddou, Y., Mancy, R., Matthiopoulos, J., Spatharis, S., Dominoni, D. M. (2022) Widespread extinction debts and colonization credits in United States breeding bird communities. Nature Ecology and Evolution, 6, pp. 324-331. (doi: 10.1038/s41559-021-01653-3)

Véliz, S., García-González, M., Arizpe, E. (2022) Mediación literaria como ética de cuidado en contextos adversos = Literary mediation as ethics of care in adverse contexts. Ocnos, 21, (doi: 10.18239/ocnos_2022.21.1.2714)

McKinney, S. (2022) The view from Scotland. SERA’s Poverty and Education Network. Research Intelligence, 150, pp. 40-41.

McKinney, S. J., Edwards, R. (2022) Scottish schools in the 19th century. Open House, 298, pp. 12-13.

Phipps, A. (2022) Commentary for part 3. Multilingual Matters

Sahan, K., Galloway, N., McKinley, J. (2022) ‘English-only’ English medium instruction: mixed views in Thai and Vietnamese higher education. Language Teaching Research, (doi: 10.1177/13621688211072632)

Kökcü, Ş., Ortaçtepe Hart, D. (2022) Turkish EFL learners' interpretation of metaphors: A study on conceptual socialization. International Review of Pragmatics, 14, pp. 95-114. (doi: 10.1163/18773109-01401004)

Phipps, A. (2022) When I needed a neighbour. Bella Caledonia

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)

Zacharias, S. (2022) What Can Cognitive Linguistics Do for the EAP Community?

Legusov, O., Raby, R. L., Mou, L., Gómez-Gajardo, F., Zhou, Y. (2022) How community colleges and other TVET institutions contribute to the united nations sustainable development goals. Journal of Further and Higher Education, 46, pp. 89-106. (doi: 10.1080/0309877X.2021.1887463)

Imperiale, M. G., Phipps, A. (2022) Cuts destroy, hurt, kill: a critical metaphor analysis of the response of UK academics to the UK overseas aid budget funding cuts. Journal of Multicultural Discourses, 17, pp. 61-77. (doi: 10.1080/17447143.2021.2024838)

Cox, S., Phipps, A. (2022) An ecological, multilingual approach to language learning with newly reunited refugee families in Scotland. Journal of Educational Research, 115, (doi: 10.1016/j.ijer.2022.101967)

Francis, D. A. (2022) Bodies, affect and schooling. Taylor & Francis

Francis, D. A. (2022) Bodies, space and schooling. Taylor & Francis

Francis, D. A. (2022) Closing lines. Taylor & Francis

(2022) Conference Proceedings of the 9th LSME International Research Conference on Global Education and the Green Economy.

Francis, D. A. (2022) Connection, emotions and queer activism. Taylor & Francis

Nelson, E. L. (2022) Danser dans la cour d’école à l’ère post-numérique. Clio: Femmes, Genre, Histoire, 56, pp. 165-178.

Arizpe, E., Zárate, M., McAdam, J., Hirsu, L. (2022) Estrategias de mediación cultural en emergencias: lectura y escritura como refugios simbólicos. Tomo 1. Centro Regional para el Fomento del Libro en América Latina y el Caribe (Cerlalc)

Arizpe, E., Zárate, M., McAdam, J., Hirsu, L. (2022) Estrategias de mediación cultural en emergencias: lectura y escritura como refugios simbólicos. Tomo 2. Centro Regional para el Fomento del Libro en América Latina y el Caribe (Cerlalc)

Burhan-Horasanlı, E., Ortactepe Hart, D. (2022) Exploring social justice in language coursebook. Vizetek

Francis, D. A. (2022) How school and Queer Social Movements touch? Taylor & Francis

Francis, D. A., Kuhl, K. (2022) Imagining a curriculum beyond compulsory heterosexuality in South African education. Journal of LGBT Youth, 19, pp. 469-488. (doi: 10.1080/19361653.2020.1844606)

Francis, D. A. (2022) Online education, queer activism and social networks. Taylor & Francis

Francis, D. A. (2022) Opening lines. Taylor & Francis

Holmes, P., Moskal, M., Rajab, T. (2022) Participation, understanding, and dialogue: Intercultural learning among students in higher education and refugee youths. Routledge

Francis, D. (2022) Queer activism in South African education : disrupting cis(hetero)normativity in schools. Routledge

Francis, D. A. (2022) Queer activism, social action within schools. Taylor & Francis

Ramdarshan Bold, M. (2022) Representation of People of Colour Among Children’s Book Authors and Illustrators.

Phipps, A. (2022) The Pathway of Culture and Arts. (doi: 10.54678/JKFI1098)

Sahan, K., Galloway, N., McKinley, J. (2022) The role of English in EMI programmes at universities in Vietnam and Thailand. Routledge

Angelopoulos, K., Mancy, R., Agol, D., Lazarakis, S., Papyrakis, E. (2022) Turkana Pastoralists at Risk: Impact Evaluation Report.

Francis, D., Monakali, E. (2022) ‘Lose the Act’: pedagogical implications drawn from transgender and non-binary learners’ experiences of schooling. Pedagogy, Culture and Society, 29, pp. 715-731. (doi: 10.1080/14681366.2021.1912159)

Schroeder, M., Lazarakis, S., Mancy, R., Angelopoulos, K. (2021) How Do Pandemics End? Two Decades of Recurrent Outbreak Risk Following the Main Waves.

Angelopoulos, K., Lazarakis, S., Mancy, R., Schroeder, M. (2021) Pandemic-Induced Wealth and Health Inequality and Risk Exposure.

(2021) Report on the Proceedings of the 8th LSME International Research Conference on ‘Sustainable Development and Education', 26-27 August 2021.

McKinney, S. (2021) Sustainable development and education. London School of Management Education

Inoue, C., Lam, D. M. K. (2021) The effects of extended planning time on candidates' performance, processes, and strategy use in the lecture listening‐into‐speaking tasks of the TOEFL iBT® test. ETS Research Report No. RR-21-09, TOEFL Research Report No. 93. ETS Research Report Series, (doi: 10.1002/ets2.12322)

Singal, N., Mbukwa-Ngwira, J., Taneja-Johansson, S., Lynch, P., Chatha, G., Umar, E. (2021) Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future. International Journal of Inclusive Education, (doi: 10.1080/13603116.2021.1965804)

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.

McColl, M., Wilson, D., Wandel, J., Cipriano, B. (2021) International Student Placement in Museum Education.

Lynch, P., Soni, A. (2021) Widening the focus of school readiness for children with disabilities in Malawi: a critical review of the literature. International Journal of Inclusive Education, (doi: 10.1080/13603116.2021.1965801)

O'Shea, M., Zhang, Y., Mou, L. (2021) Reshaping the landscape: considering COVID-19’s uncertain impacts on Canadian and U.S. international higher education. STAR Scholars Network

McKinney, S. J., Whittle, S. (2021) AULRE 2021: researching RE: changing times for Religious Education. Journal of Religious Education, 69, pp. 291-295. (doi: 10.1007/s40839-021-00157-3)

McKinney, S. J. (2021) Mary, woman of faith and displaced person: insights for Catholic schools. Journal of Religious Education, 69, pp. 411-421. (doi: 10.1007/s40839-021-00156-4)

Imperiale, M. G., Phipps, A., Fassetta, G. (2021) On online practices of hospitality in higher education. Studies in Philosophy and Education, 40, pp. 629-648. (doi: 10.1007/s11217-021-09770-z)

Wood, R. (2021) Foreword. Jessica Kingsley Publishers

Liu, P., Sutherland, M., Pollick, F. E. (2021) Incongruence effects in cross-modal emotional processing in autistic traits: an fMRI study. Neuropsychologia, 161, (doi: 10.1016/j.neuropsychologia.2021.107997)

Arizpe, E., Bahena-Rivera, A., Gormally, S., Hernandez Mendoza, S. (2021) Educational Peacebuilding in Medellin and Acapulco: Understanding the role of education, culture and learning in responding to crises. Briefing Paper 5: Medellin's cultural transformation.

Mou, L. (2021) A comparative analysis of liberal arts models in three institutions from mainland China, Hong Kong, and Taiwan. Higher Education Forum, 18, pp. 79-94.

Zacharias, S. (2021) Review of Piquer-Píriz & Alejo-González (2020): Metaphor in Foreign Language Instruction. Metaphor and the Social World, 11, pp. 361-367. (doi: 10.1075/msw.00023.zac)

Fassetta, G., Imperiale, M. G. (2021) Revisiting indigenous engagement, research partnerships, and knowledge mobilisation: Think piece. People's Palace Projects

Ateşkan, A., Ortactepe Hart, D. (2021) Demystifying computational thinking for teacher candidates: a case study on Turkish secondary school pre-service teachers. Education and Information Technologies, 26, pp. 6383-6399. (doi: 10.1007/s10639-021-10626-9)

Brown, S., Nanguy, C. (2021) Global ELT coursebooks and equalities legislation: a critical study. NYS TESOL Journal, 8, pp. 51-62.

Arizpe, E. (2021) Migrant shoes and forced walking in children’s literature about refugees: material testimony and embodied simulation. Migration Studies, 9, pp. 1343-1360. (doi: 10.1093/migration/mnz047)

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

Zhang, Y., O'Shea, M., Mou, L. (2021) International students’ motivations and decisions to do a PhD in Canada: proposing a three-layer push-pull framework. Canadian Journal of Higher Education - Revue canadienne d’enseignement supérieur, 51, pp. 61-73. (doi: 10.47678/cjhe.vi0.189027)

Brown, S. (2021) The emancipation continuum: analysing the role of ESOL in the settlement of immigrants. British Journal of Sociology of Education, 42, pp. 864-880. (doi: 10.1080/01425692.2021.1908116)

Mou, L. (2021) Exploring liberal arts education in the twenty-first century: insights from East Asia, North America, and Western Europe. Emerald Publishing Limited

Lam, D. M.K. (2021) Don’t turn a deaf ear: a case for assessing interactive listening. Applied Linguistics, 42, pp. 740-764. (doi: 10.1093/applin/amaa064)

Hayward, L., MacBride, G., Makara Fuller, K., Morrison-Love, D., Spencer, E., Valdera-Gil, F. (2021) Advancing Understanding of Progression in Curriculum for Wales: Clarity, Coherence, Consistency.

Kesiker, E., Moskal, M., Ciziri, N., Hunt, L. (2021) Refugee Parents’ Engagement with Education [Symposium]

Zhai, K., Moskal, M., Read, B. (2021) Compelled to compete: Chinese graduates on employment and social mobility after international and domestic study. International Journal of Educational Development, 84, (doi: 10.1016/j.ijedudev.2021.102432)

Moskal, M., Imperiale, M. G., Fassetta, G., Spurway, J. (2021) Ethics in humanitarian interpretation. Inter4Ref Consortium

Ryan, S. D. (2021) “I just sound Sco[ʔ]ish now”: the acquisition of word-medial glottal replacement by Polish adolescents in Glasgow. English World Wide, 42, pp. 145-174. (doi: 10.1075/eww.00066.dur)

Galloway, N. (2021) Negotiating nativespeakerism in Global Englishes Language Teaching. Bloomsbury

Brown, S. (2021) Global Coursebooks and Equalities Legislation: A Fatal Mismatch?

Francis, D. A., Reygan, F. (2021) LGBT microaggressions among teachers in South African schools. Routledge

McKinney, S. (2021) Poverty and education in the time of the Covid-19 pandemic: Editorial. Researching Education Bulletin, 10, pp. 4-8.

McKinney, S., Hall, S., Lowden, K. (2021) The challenges of digital exclusion. Researching Education Bulletin, 10, pp. 37-39.

McKinney, S. (2021) Young carers and Covid-19. Researching Education Bulletin, 10, pp. 26-29.

Lam, D. M.K. (2021) Feedback as a learning-oriented assessment practice. Routledge

McKinney, S. J. (2021) A Catholic understanding of education. Gracewing

Medina, C. L., Perry, M., Lee, B. K., Deliman, A. (2021) Reading with drama: relations between texts, readers and experiences. Literacy, 55, pp. 136-144. (doi: 10.1111/lit.12246)

Galloway, N., Rose, H. (2021) The global spread of English and global Englishes Language Teaching. Routledge

Arizpe, E. (2021) The state of the art in picturebook research from 2010 to 2020. Language Arts, 98, pp. 260-272.

Moskal, M., Odena, O., Arizpe, E., Gormally, S., Pacheco, E.-M., Dagar, P., Aldegheri, E. (2021) Education, Culture and Learning in Response to Conflict and Protracted Crisis [Symposium]

Hughes, S., Makara Fuller, K., Morrison-Love, D., Wallis, R. (2021) Teachers as curriculum-makers: Professional learning implications for enacting a new curriculum in Wales, perspectives from the Humanities and Mathematics and Numeracy Areas of Learning and Experience.

Rose, H., McKinley, J., Galloway, N. (2021) Global Englishes and language teaching: a review of pedagogical research. Language Teaching, 54, pp. 157-189. (doi: 10.1017/S0261444820000518)

Perry, M. (2021) Pluriversal literacies: affect and relationality in vulnerable times. Reading Research Quarterly, 56, pp. 293-309. (doi: 10.1002/rrq.312)

McKinney, S. J. (2021) The visible poor and food poverty. Pastoral Review, 17, pp. 37-41.

Ortaçtepe Hart, D., Okkalı, S. (2021) Common ground and positioning in teacher-student interactions: Second language socialization in EFL classrooms. Intercultural Pragmatics, 18, pp. 53-82. (doi: 10.1515/ip-2021-0003)

Phipps, A. (2021) Decolonising the languages curriculum: linguistic justice for linguistic ecologies. Research-publishing.net

Arizpe, E., Bahena-Rivera, A., Gormally, S., Hernandez Mendoza, S. (2021) Educational Peacebuilding in Medellin and Acapulco: Understanding the role of education, culture and learning in responding to crises. Briefing Paper 4: Mapping cultural and nonformal education at the community level in Acapulco.

McKinney, S. J., Humes, W. M. (2021) Interpretations of the Education (Scotland) Act of 1872. Scottish Educational Review, 53, pp. 5-19. (doi: 10.1163/27730840-05302002)

(2021) Report on the Proceedings of the 7th LSME International Research Conference on ‘Role of Management, Education and Social Sciences in Responsible Research and Innovations: Challenges and Realities’

Arizpe, E., Bahena-Rivera, A., Gormally, S., Hernandez Mendoza, S. (2021) Educational Peacebuilding in Medellin and Acapulco: Understanding the role of education, culture and learning in responding to crises. Briefing paper 3: The role of Stakeholders in Peacebuilding.

Brown, S., Bicknell, R. (2021) Indoctrination, Empowerment or Emancipation? The Role of ELT in Global Society.

O'Shea, M., Mou, L. (2021) Crisis messaging: how universities are communicating the pandemic.

Ramdarshan Bold, M. (2021) Leading the way: women-led small presses of inclusive youth literature. Palgrave Macmillan

McKinney, S., Francis, L. J., McKenna, U. (2021) Assessing sectarian attitudes among Catholic adolescents in Scotland. Journal of Beliefs and Values, 42, pp. 1-18. (doi: 10.1080/13617672.2019.1678293)

Angelopoulos, K., Lazarakis, S., Mancy, R., Schroeder, M. (2021) Briefing Note: Medium-run wealth inequality following COVID-19.

Galloway, N., Rose, H. (2021) English medium instruction and the English language practitioner. ELT Journal, 75, pp. 33-41. (doi: 10.1093/elt/ccaa063)

Hirsu, L., Qezada-Reyes, Z., Hashemi, L. (2021) Moving SDG5 forward: women’s public engagement activities in higher education. Higher Education, 81, pp. 51-67. (doi: 10.1007/s10734-020-00597-0)

Hirsu, L., Zacharias, S., Futro, D. (2021) Translingual arts-based practices for language learners. ELT Journal, 75, pp. 22-32. (doi: 10.1093/elt/ccaa064)

Arizpe, E. (2021) Transnational. NYU Press

Humes, W. M., McKinney, S. J. (2021) 150 years of state provision: re-assessing the Education (Scotland) Act of 1872. Scottish Educational Review, 53, pp. 1-4.

Ferdous, R., Perry, M., Watuleke, J., Virhia, J., Yeshitella, P., Strachan, Z., Catanzaro, B. (2021) A Critical Resource for Understanding Research Impact for Participatory International Research. Sustainable Futures Global Network

Galloway, N., Sahan, K. (2021) An Investigation into English Medium Instruction in Higher Education in Thailand and Vietnam.

Wood, R. (2021) Autism, intense interests and support in school: from wasted efforts to shared understandings. Educational Review, 73, pp. 34-54. (doi: 10.1080/00131911.2019.1566213)

Moskal, M. (2021) CVET and Accreditation Framework to Up-skill Interpreters to Support the Social Inclusion of Refugees. Inter4Ref Project Evaluation Report.

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

McKinney, S. J. (2021) Covid-19, child poverty, Catholic schools and the insights of Gustavo Gutiérrez. Springer

Arizpe, E., Bahena-Rivera, A., Gormally, S., Hernandez Mendoza, S. (2021) Educational Peacebuilding in Medellin and Acapulco: Understanding the Role of Education, Culture and Learning in Responding to Crises. (doi: 10.36399/gla.pubs.260007)

Galloway, N., McKinley, J., Rose, H. (2021) English Medium Instruction: a textbook. Wiley-Blackwell

Galloway, N., Curle, S., Jablonkai, R. R., Mittelmeier, J., Sahan, K., Veitch, A. (2021) English in Higher Education – English Medium. Part 1: Literature review.

Galloway, N., McKinley, J. (2021) Englishization of Higher Education. Springer

Lam, D. M.K., Green, A., Murray, N., Gayton, A. (2021) How are IELTS scores set and used for university admissions selection: A cross-institutional case study. IELTS Research Reports Online Series, No. 3.

McKinney, S. J. (2021) In my library. British Journal of Religious Education, 43, pp. 487-489. (doi: 10.1080/01416200.2021.1937787)

Galloway, N. (2021) Instigating a paradigm shift in the 21st century ELT classroom. Routledge

Arizpe, E. (2021) Introduction to special issue on childrens’ books. Migration Studies, 9, pp. 311-316. (doi: 10.1093/migration/mnab012)

UNESCO, , , (2021) Key recommendations from the Art-Lab review: presented on the 10th of December 2020 during "Art-Lab #4-The imperative of cultural justice: arts for inclusion, equity and human rights"

(2021) LSME Research Book 2021. Publication of Research Papers Presented at the 7th LSME International Research Conference on ‘Role of Management, Education and Social Sciences in Responsible Research and Innovations: Challenges and Realities’

McKinney, S. J., Hall, S., Lowden, K. (2021) Learning from lockdown. Networking: Catholic Education Today, 22, pp. 20-21.

McKinney, S., Parhi, S., Kumar, R., Shifau, H., Gray, P. (2021) Pandemics and school closures in the Twentieth and Twentieth First Centuries. London School of Management Education

Francis, D. (2021) Queering the (ab)normalization of gender, (hetero)sexuality and schooling in South Africa. Journal of Homosexuality, 68, pp. 1571-1590. (doi: 10.1080/00918369.2019.1701337)

McKinney, S. (2021) Responsible research and innovation: Covid-19: food insecurity, child poverty and education. London School of Management Education

McKinney, S.J. (2021) Text of keynote delivered at 7th LSME International Research Conference (online) London School of Management Education

Morrison-Love, D., Patrick, F. (2021) The Adaptive Subject Pedagogy Model: Empowering Student Teachers of Design & Technology Education to Create their own Pedagogy.

McKinney, S. J., Edwards, R. (2021) The Catholic and Episcopal churches and the Education Act (Scotland) 1872. Scottish Educational Review, 53, pp. 74-87.

Galloway, N., Selvi, A.F. (2021) The Routledge Handbook of Teaching English as an International Language. Routledge

McKinney, S. (2021) The mission of the Catholic school and the preferential option for the poor. Routledge

Ramdarshan Bold, M. (2021) The thirteen percent problem: authors of colour in the British young adult market, 2017-2019 edition. International Journal of Young Adult Literature, 2, pp. 1-35. (doi: 10.24877/IJYAL.37)

McKinney, S. J., Lawler, U., O'Sullivan, E., Guiney, J. (2021) Towards greater openness: Christian educators respond to the challenges of the pandemic. Pastoral Review, 17, pp. 27-30.

Inoue, C., Khabbazbashi, N., Lam, D., Nakatsuhara, F. (2021) Towards new avenues for the IELTS Speaking Test: Insights from examiners’ voices. IELTS Research Reports Online Series, No. 2.

Guldberg, K., Achtypi, A., D’Alonzo, L., Laskaridou, K., Milton, D., Molteni, P., Wood, R. (2021) Using the value creation framework to capture knowledge co-creation and pathways to impact in a transnational community of practice in autism education. International Journal of Research and Method in Education, 44, pp. 96-111. (doi: 10.1080/1743727X.2019.1706466)

Perry, M., Armstrong, D. M., Chinkonda, B. E., Kagolobya, R., Lekoko, R. N., Ajibade, G. O. (2021) Whose crisis? COVID-19 explored through arts and cultural practices of African communities. Journal of Open Humanties Data, 7, (doi: 10.5334/johd.52)

Francis, D. A. (2021) ‘Oh my word; for us African gays it’s another story.’ revealing the intersections between race, same sex-sexuality and schooling in South Africa. Race Ethnicity and Education, 24, pp. 1-17. (doi: 10.1080/13613324.2019.1679752)

Kocabaş-Gedik, P., Ortaçtepe Hart, D. (2021) “It’s not like that at all”: A poststructuralist case study on language teacher identity and emotional labor. Journal of Language, Identity and Education, 20, pp. 103-117. (doi: 10.1080/15348458.2020.1726756)

Wood, R., Happé, F. (2020) Barriers to tests and exams for autistic pupils: improving access and longer-term outcomes. International Journal of Inclusive Education, (doi: 10.1080/13603116.2020.1866685)

Phipps, A. (2020) Afterword. Sites: A Journal of Social Anthropology and Cultural Studies, 17, (doi: 10.11157/sites-id480)

McAdam, J., Abou Ghaida, S., Arizpe, E., Hirsu, L., Motawy, Y. (2020) Children’s literature in critical contexts of displacement: exploring the value of hope. Education Sciences, 10, (doi: 10.3390/educsci10120383)

Deakin, G., Deluca, C., Evans, G., Hayward, L., Jones, D., Larsen-Evjen, P. K., Leng, D., Makara Fuller, K., Gamlem, S. T. M., Morrison-Love, D., Óskarsson, S., Saltvedt, T., Sharpling, E., Singh, S., Smith, K., Spencer, E., Stone, G., Valdera-Gil, F., Valentine, J., Walt, N., Wiseman-Orr, L., Wyatt-Smith, C. (2020) Learning Progression: Implications for Curriculum and Assessment.

Deakin, G., Deluca, C., Evans, G., Hayward, L., Jones, D., Larsen-Evjen, P. K., Leng, D., Makara Fuller, K., Gamlem, S. T. M., Morrison-Love, D., Óskarsson, S., Saltvedt, T., Sharpling, E., Singh, S., Smith, K., Spencer, E., Stone, G., Valdera-Gil, F., Valentine, J., Walt, N., Wiseman-Orr, L., Wyatt-Smith, C. (2020) Rethinking Learner Progression for the Future.

Zacharias, S. (2020) Towards a concept-driven pedagogy: a model of linguistic knowledge. Bloomsbury

Phipps, A., Sitholé, T. (2020) Call and response (poetry) Jessica Kingsley Publishers

Hirsu, L., Arizpe, E., McAdam, J. (2020) Cultural interventions through children’s literature and arts-based practices in times of disaster: a case study of reading mediators’ response to the Mexican earthquakes (September 2017) International Journal of Disaster Risk Reduction, 51, (doi: 10.1016/j.ijdrr.2020.101797)

Ortaçtepe Hart, D., Martel, J. (2020) Exploring the transformative potential of English language teaching for social justice: Introducing the special issue. TESOL Journal, 11, (doi: 10.1002/tesj.568)

Bradley, L., Brooks, O., Burman, M. (2020) Justice journeys: Survivor stories.

Arizpe, E., Bahena-Rivera, A., Gormally, S., Hernandez Mendoza, S. (2020) Educational Peacebuilding in Medellin and Acapulco: Understanding the role of education, culture and learning in responding to crises. Briefing Paper 2: Key Public policies for peacebuilding in Medellin.

McKinney, S. J., McKendrick, J. H., Hall, S., Lowden, K. (2020) What might the Covid pandemic mean for the SERA Poverty and Education Network? Scottish Educational Review, 52, pp. 4-8.

Livingston, K., Doherty, C. (2020) A counter-narrative of curriculum enrichment in performative times. Curriculum Journal, 31, pp. 666-686. (doi: 10.1002/curj.32)

Alves, I., Pinto, P. C., Pinto, T. J. (2020) Developing inclusive education in Portugal: evidence and challenges. Prospects, 49, pp. 281-296. (doi: 10.1007/s11125-020-09504-y)

Phipps, A., McIntosh, A., Barrow, S. (2020) Spirituality: nurturing life before, within and beyond COVID-19. Luath

Francis, D. A., Kjaran, J. I. (2020) Troubling the discourse of the victimization of queer youth in Icelandic and South African education. Feminism and Psychology, 30, pp. 425-444. (doi: 10.1177/0959353520912960)

Rysava, K., Mancero, T., Caldas, E., de Carvalho, M. F., Castro, A. P. B., Gutiérrez, V., Haydon, D. T., Johnson, P. C. D., Mancy, R., Montebello, L. R., Rocha, S. M., Gonzalez Roldan, J. F., Vigilato, M. A. N., Vilas, V. D. R., Hampson, K. (2020) Towards the elimination of dog-mediated rabies: development and application of an evidence-based management tool. BMC Infectious Diseases, 20, (doi: 10.1186/s12879-020-05457-x)

May, L., Nakatsuhara, F., Lam, D., Galaczi, E. (2020) Developing tools for learning oriented assessment of interactional competence: Bridging theory and practice. Language Testing, 37, pp. 165-188. (doi: 10.1177/0265532219879044)

Hayward, L., Makara Fuller, K., MacBride, G., Morrison-Love, D., Spencer, E., Barnes, J., Davies, H., Hughes, S., Ryder, N., Nanna, E., Stacey, D., Wallis, R. (2020) So Far So Good: Building the Evidence Base to Promote a Successful Future for the Curriculum for Wales.

Whittle, S., McKinney, S. J. (2020) AULRE 2020: RE Matters. Journal of Religious Education, 68, pp. 267-270. (doi: 10.1007/s40839-020-00123-5)

McKinney, S. J. (2020) Covid-19 and Schools. Open House, 290, pp. 5-6.

McKinney, S. J. (2020) Covid-19: food insecurity, digital exclusion and Catholic Schools. Journal of Religious Education, 68, pp. 319-330. (doi: 10.1007/s40839-020-00112-8)

Nelson, E. L. (2020) Recollecting childhood: writing the child at play. Routledge

McKinney, S. J., Edwards, R. (2020) A concise history of the Episcopal teacher training college in Scotland. Emerald Publishing Limited

McKinney, S. J. (2020) Catholic teacher preparation. Emerald Publishing Limited

Phipps, A., Sithole, T., Tordzro, N. D., Tordzro, G. K. (2020) English last: displaced publics and communicating multilingually as social act and art. Bristol University Press

Arizpe, E., Bahena-Rivera, A., Gormally, S., Hernandez Mendoza, S. (2020) Educational Peacebuilding in Medellin and Acapulco: Understanding the role of education, culture and learning in responding to crises. Briefing Paper 1: Public Policies and Peacebuilding.

McKinney, S. J., Hall, S., Lowden, K. (2020) Poverty and education in Scotland. Policy Press

Daborn, E., Zacharias, S., Crichton, H. (2020) Subject Literacy in Culturally Diverse Secondary Schools: Supporting EAL Learners. Bloomsbury

Brown, S. (2020) A new enlightenment: Scottish FE as a source of emancipation. UCL Institute of Education Press

Antony-Newman, M. (2020) Curriculum orientations and their role in parental involvement among immigrant parents. Curriculum Journal, 31, pp. 340-356. (doi: 10.1002/curj.10)

Wood, R. (2020) From difference to diversity in school. Pavilion

Coban, O., McAdam, J. E., Arizpe, E. (2020) Hanging out in The Studio to challenge xenophobia: consolidating identities as community writers. Literacy, 54, pp. 123-131. (doi: 10.1111/lit.12220)

Galloway, N., Numajiri, T., Rees, N. (2020) The ‘internationalisation’, or ‘Englishisation’, of higher education in East Asia. Higher Education, 80, pp. 395-414. (doi: 10.1007/s10734-019-00486-1)

Fassetta, G., Al-Masri, N., Attia, M., Phipps, A. (2020) Gaza teaches Arabic online: opportunities, challenges and ways forward. Multilingual Matters

Phipps, A., Fassetta, G., Al-Masri, N. (2020) Prologue: Collaborating under siege: a WhatsApp tale. Multilingual Matters

Oh, H., Sutherland, M., Stack, N., del Mar Badia Martín, M., Blumen, S., Nguyen, Q. A.-T., Wormald, C., Maakrun, J., Ziegler, A. (2020) Adolescents’ social perceptions of academically high performing students: a country and gender comparative study. Compare: A Journal of Comparative and International Education, 50, pp. 809-826. (doi: 10.1080/03057925.2018.1561246)

McLinden, M., Lynch, P., Mbukwa Ngwira, J., Mankhwazi, M., Soni, A. (2020) Inclusive, equitable, quality education for children with disabilities: a country study of Malawi. Nova Science Publishers

(2020) Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders.

Mou, L., O'Shea, M., Zhang, Y. (2020) Push and pull: international students’ motivations and decisions to do a PhD in Canada. CIHE Perspectives, 18, pp. 35-38.

Brown, S., Petrie, J. (2020) Brokering Britain? Steve Brown and Joel Petrie review a crucial study. Post-16 Educator, pp. 17-18.

McKinney, S. J. (2020) David Stow: Christian educator in nineteenth century Scotland. Journal of Religious Education, 68, pp. 233-247. (doi: 10.1007/s40839-020-00103-9)

Livingston, K., Corry, V. (2020) Pathfinder Research Study Report.

Perry, M. (2020) Unpacking the imaginary in literacies of globality. Discourse: Studies in the Cultural Politics of Education, 41, pp. 574-586. (doi: 10.1080/01596306.2018.1515064)

Mou, L. (2020) The liberal arts curriculum in China’s former Christian universities. International Journal of Chinese Education, 9, pp. 25-46. (doi: 10.1163/22125868-12340118)

Zacharias, S., Marren, A. (2020) Creative use of metaphors in family interviews.

Phipps, A. (2020) What is a refuge for migrant women? Testimony, witness-bearing and ‘The Rape of Tamar’ Jessica Kingsley Publishers

McGuire, W., Harrington, O., MacDiarmid, C., Zacharias, S. (2020) Showing; Not Telling: Modelling Student Feedback to Improve Satisfaction.

Jack, G., Phipps, A., Barrientos Arriaga, O. (2020) Intercultural communication in tourism. Routledge

Galloway, N., Ruegg, R. (2020) The provision of student support on English Medium Instruction programmes in Japan and China. Journal of English for Academic Purposes, 45, (doi: 10.1016/j.jeap.2020.100846)

McKinney, S. J. (2020) Working conditions for Catholic teachers in the archdiocese of Glasgow in the late nineteenth century and early twentieth century. Innes Review, 71, pp. 67-84. (doi: 10.3366/inr.2020.0245)

McGuire, W., Harrington, O., Zacharias, S., MacDiarmid, C. (2020) The Problem with Feedback.

Kohl, K., Littlemore, J., Boroditsky, L., Kövecses, Z., Zacharias, S. (2020) How do metaphors shape our world.

Aanyu, K., Barrett, B., Catanzano, B., Checchia, V., Duclos, V., McLean, H., Modise, O. M., Perry, M., Robinson, J., Sharp, J., Strachan, Z., Todd, H., Zaman, S. (2020) A Critical Resource for Ethical International Partnerships. Sustainable Futures in Africa Network

Nelson, E. L., Perry, M., Rogers, T. (2020) Introducing offlineness: theorizing (digital) literacy engagements. Journal of Literacy Research, 52, pp. 101-107. (doi: 10.1177/1086296X19898003)

Arizpe, E. (2020) Refugee. By Alan Gratz. Migration Studies, 8, pp. 131-133. (doi: 10.1093/migration/mny007)

Galloway, N., Numajiri, T. (2020) Global Englishes language teaching: bottom‐up curriculum implementation. TESOL Quarterly, 54, pp. 118-145. (doi: 10.1002/tesq.547)

McKinney, S. (2020) Early Ecumenism paved the way for Catholic schools in Glasgow. Flourish, 2020, pp. 8-9.

Murphy, R., Jolley, E., Lynch, P., Mankhwazi, M., Mbukwa, J., Bechange, S., Gladstone, M. J., Schmidt, E. (2020) Estimated prevalence of disability and developmental delay among preschool children in rural Malawi: Findings from “Tikule Limodzi,” a cross‐sectional survey. Child: Care, Health and Development, 46, pp. 187-194. (doi: 10.1111/cch.12741)

Zacharias, S. (2020) Integrating linguistic analysis into science pedagogy.

Antony-Newman, M. (2020) Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital? British Journal of Sociology of Education, 41, pp. 111-126. (doi: 10.1080/01425692.2019.1668748)

Wood, R. (2020) The wrong kind of noise: understanding and valuing the communication of autistic children in schools. Educational Review, 72, pp. 111-130. (doi: 10.1080/00131911.2018.1483895)

Angelopoulos, K., Lazarakis, S., Mancy, R., Schroeder, M. (2020) Briefing Note: Post-pandemic mortality dynamics: historical city-level evidence.

Agol, D., Angelopoulos, K., Lazarakis, S., Mancy, R., Papyrakis, E. (2020) Briefing Note: Turkana pastoralists at risk: Why education matters.

Kjaran, J. I., Lehtonen, J., Francis, D. A. (2020) Conclusions: Queering “politics of pain” through activism and educational outreach work. Palgrave Macmillan

Alves, I. (2020) Enacting education policy reform in Portugal – the process of change and the role of teacher education for inclusion. European Journal of Teacher Education, 43, pp. 64-82. (doi: 10.1080/02619768.2019.1693995)

(2020) English in Higher Education - English Medium Part 1: Literature Review.

Ladegaard, H. J., Phipps, A. (2020) Epilogue: Notes towards a socially engaged LAIC. Language and Intercultural Communication, 20, pp. 218-219. (doi: 10.1080/14708477.2020.1722688)

Soni, A., Lynch, P., McLinden, M., Mbukwa-Ngwira, J., Mankhwazi, M., Jolley, E., Virendrakumar, B., Bedford, J., Gercama, I. (2020) Facilitating the participation of children with disabilities in early childhood development centres in Malawi: developing a sustainable staff training programme. Sustainability, 12, (doi: 10.3390/su12052104)

Galloway, N. (2020) Focus groups: capturing the dynamics of group interaction. Routledge

Moskal, M. (2020) Gendered differences in international graduates’ mobility, identity and career development. Social and Cultural Geography, 21, pp. 421-440. (doi: 10.1080/14649365.2018.1499039)

Sime, D., Moskal, M., Tyrrell, N. (2020) Going back, staying put, moving on: Brexit and the future imaginaries of Central and Eastern European young people in Britain. Central and East European Migration Review, 9, pp. 85-100. (doi: 10.17467/ceemr.2020.03)

Ladegaard, H. J., Phipps, A. (2020) Intercultural research and social activism. Language and Intercultural Communication, 20, pp. 67-80. (doi: 10.1080/14708477.2020.1729786)

Kjaran, J. I., Lehtonen, J., Francis, D. A. (2020) Introduction: The synergistic potential of the outreach work and activism of queer social movements and schools. Palgrave Macmillan

Hirsu, L. (2020) Lessons in response-ability: supporting social encounters by 'doing' language. Language and Intercultural Communication, 20, pp. 153-166. (doi: 10.1080/14708477.2020.1722148)

McKinney, S. J. (2020) Notre Dame Training College Glasgow and the Liverpool connection. Pastoral Review, 16, pp. 31-34.

Eguiguren Istuany, O., Wood, R. (2020) Perspectives on educational inclusion from a small sample of autistic pupils in Santiago, Chile. Scandinavian Journal of Disability Research, 22, pp. 210-220. (doi: 10.16993/sjdr.724)

(2020) Queer Social Movements and Outreach Work in Schools: A Global Perspective.

Jaggo, M., Zipsane, H. (2020) Reflections by EMA and other experts. European Museum Academy

Livingston, K. (2020) Reflections on teacher education: developments and challenges. European Journal of Teacher Education, 43, pp. 1-3. (doi: 10.1080/02619768.2020.1705653)

(2020) Report on the Proceedings of the 6th LSME International Research Conference on Responsible Research and Innovations in Management and Human Sciences, 2019.

Ramdarshan Bold, M. (2020) Representation of People of Colour Among Children’s Book Authors and Illustrators (2018-2019)

(2020) Research Papers Presented at the 6th LSME International Research Conference on ‘Responsible Research And Innovations in Management and Human Sciences’

McLinden, M., Douglas, G., Hewett, R., Lynch, P., Thistlethwaite, J. (2020) Teaching learners with vision impairment: an analysis of evidence-based practice. Oxford University Press

Fassetta, G., Imperiale, M. G., Aldegheri, E., Al-Masri, N. (2020) The role of stories in the design of an online language course: ethical considerations on a cross-border collaboration between the UK and the Gaza Strip. Language and Intercultural Communication, 20, pp. 181-192. (doi: 10.1080/14708477.2020.1722145)

Livingston, K. (2020) Understanding commissioned research and scholarship in education: do paradigms matter? IGI Global

Agol, D., Angelopoulos, K., Lazarakis, S., Mancy, R., Papyrakis, E. (2020) Voices of the Turkana People.

Francis, D. A., Khan, G. H. (2020) “I decided to teach… despite the anger”: using forum theatre to connect queer activists, teachers and school leaders to address heterosexism in schools. Palgrave Macmillan

Wang, S., Moskal, M. (2019) What is wrong with silence in intercultural classrooms? An insight into international students’ integration at a UK university. Journal of Comparative and International Higher Education, 11, pp. 52-58.

McLain, M., Irving-Bell, D., Wooff, D., Morrison-Love, D. (2019) How technology makes us human: cultural historical roots for design and technology education. Curriculum Journal, 30, pp. 464-483. (doi: 10.1080/09585176.2019.1649163)

Brown, S. (2019) What's so funny 'bout peace, love and understanding? The role of social justice in ELT. IATEFL TDSIG Newsletter,

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.

Phipps, A. (2019) Listen to the land’s language. Learn to translate, again. Routledge

Spatharis, S., Lamprinou, V., Meziti, A., Kormas, K. A., Danielidis, D. D., Smeti, E., Roelke, D. L., Mancy, R., Tsirtsis, G. (2019) Everything is not everywhere: can marine compartments shape phytoplankton assemblages? Proceedings of the Royal Society of London Series B: Biological Sciences, 286, (doi: 10.1098/rspb.2019.1890)

Ryan, S. D. (2019) “We don’t count you as Polish, you’re just like us now”: language, integration and identity for adolescent migrants in Glasgow. Routledge

Spadaro, B., Burdett, C., Creese, A., Forsdick, C., Phipps, A. (2019) In conversation: translating cultures. Translator, 25, pp. 420-433. (doi: 10.1080/13556509.2019.1735211)

Alves, I., Sutherland, M., McCulloch, M., Mouroutsou, S., Priestley, A. (2019) Teacher Education in Scotland: Mapping Inclusive Practice.

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

Brown, S. (2019) ESOL, emancipation and “comfort radicalism”: perceptions of ESOL practitioners in the Scottish further education sector. Peter Lang

Mou, L. (2019) Liberal Arts Education in East Asian Context: Inclusion and Internationalization.

McKinney, S. (2019) Catholic education before the 1918 act. Scottish Catholic Observer, pp. 12.

Wheelahan, L., Moodie, G., Lavigne, E., Mou, L., Samji, F., Coppens, L. (2019) Theorising the Role of Public Vocational Education Institutions Using the Capabilities Approach. (doi: 10.5281/zenodo.3358917)

Wood, R. (2019) Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom. Jessica Kingsley Publishers

Brooks-Hay, O., Burman, M., Bradley, L. (2019) Justice Journeys: Informing Policy and Practice Through Lived Experience of Victim-Survivors of Rape and Serious Sexual Assault.

Perry, M., Collier, D. R., Rowsell, J. (2019) Reframing the digital in literacy: youth, arts, and misperceptions. Routledge

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.

(2019) Rhetorical Machines: Writing, Code, and Computational Ethics.

Brown, S. (2019) Which side are you on? IATEFL in a messed-up world. IATEFL Voices, pp. 10-11.

Phipps, A. (2019) Decolonising Multilingualism: Struggles to Decreate. Multilingual Matters

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.

Şenbayrak, M., Ortaçtepe, D., Trimble, K. (2019) An exploratory study on Turkish EFL learners’ readiness for autonomy and attitudes toward self‐access centers. TESOL Journal, 10, (doi: 10.1002/tesj.401)

Sánchez Martín, C., Hirsu, L., Gonzales, L., Alvarez, S. P. (2019) Pedagogies of digital composing through a translingual approach. Computers and Composition, 52, pp. 142-157. (doi: 10.1016/j.compcom.2019.02.007)

Zacharias, S. (2019) The development of the abstract scientific concept of heat energy in a naturalistic classroom setting. John Benjamins

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

Livingston, K. (2019) Editorial. European Journal of Teacher Education, (doi: 10.1080/02619768.2019.1610623)

Ramdarshan Bold, M. (2019) Is ‘Everyone welcome’?: Intersectionality, inclusion, and the extension of cultural hierarchies on Emma Watson’s feminist book club, ‘Our shared shelf’ Participations: Journal of Audience and Reception Studies, 16, pp. 441-472.

MacKenzie, M., Bradley, L., Stanley, N., Gannon, M., Barton, D., Cosgrove, K., Conway, E., Feder, G. (2019) What might normalisation process theory bring to policy implementation studies? Learning lessons and uncovering questions through a case study of the profound implementation failure of a new policing policy. Social Policy and Administration, 53, pp. 449-463. (doi: 10.1111/spol.12467)

Cameron, A., Galloway, N. (2019) Local thoughts on global ideas: pre- and in-service TESOL practitioners’ attitudes to the pedagogical implications of the globalization of English. RELC Journal, 50, pp. 149-163. (doi: 10.1177/0033688218822853)

Phipps, A. (2019) Bearing witness: the burden of individual responsibility and the rule of law. De Gruyter

Phipps, A. (2019) Day 1. De Gruyter

Zacharias, S. (2019) The Moon in Narrative, Metaphor and Reason: a Multilinguistic Perspective.

Wood, R. (2019) Foucault, Freda Fry and the Power of Silent Characters on the Radio. Emerald

Perry, M. (2019) Coded to smithereens and danced to abstraction: forms of affect in the industry of research. Routledge

Brown, S. (2019) Emancipation not Indoctrination: Critical pedagogy in ELT.

Perry, M., Pullanikkatil, D. (2019) Transforming international development: The Sustainable Futures in Africa (SFA) Network. Impact, 2019, pp. 26-28. (doi: 10.21820/23987073.2019.1.26)

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

Ramdarshan Bold, M. (2019) Inclusive Young Adult Fiction: Authors of Colour in the United Kingdom. Palgrave Macmillan

Moskal, M. (2019) Visual methods in research with migrant and refugee children and young people. Springer

WHO Rabies Modelling Consortium, et al. (2019) The potential effect of improved provision of rabies post-exposure prophylaxis in Gavi-eligible countries: a modelling study. Lancet Infectious Diseases, 19, pp. 102-111. (doi: 10.1016/S1473-3099(18)30512-7)

Yu, Y., Moskal, M. (2019) Why do christian churches, and not universities, facilitate intercultural engagement for Chinese international students? International Journal of Intercultural Relations, 68, pp. 1-12. (doi: 10.1016/j.ijintrel.2018.10.006)

(2019) A History of Catholic Education and Schooling in Scotland: New Perspectives. (doi: 10.1057/978-1-137-51370-0)

Francis, D. A., Brown, A., McAllister, J., Mosime, S. T., Thani, G. T.Q., Reygan, F., Dlamini, B., Nogela, L., Muller, M. (2019) A five country study of gender and sexuality diversity and schooling in Southern Africa. Africa Education Review, 16, pp. 19-39. (doi: 10.1080/18146627.2017.1359637)

Oh, H., Sutherland, M., Stack, N., Martín, M. B., Blumen, S., Nguyen, Q. A.-T., Wormald, C., Maakrun, J., Ziegler, A. (2019) Adolescent perception of potential high-performing classmates: a cross-national exploration. Roeper Review, 41, pp. 88-101. (doi: 10.1080/02783193.2019.1585398)

McKinney, S. J. (2019) An education pioneer. Open House, 283, pp. 10-11.

Wood, R., Bottema-Beutel, K., Crane, L., Gagat-Matuła, A., Happé, F., Milton, D. (2019) Autistic School Staff Project.

Phipps, A. (2019) Bookend: cape ghost: For Obed. Channel View Publications

McKinney, S. (2019) Catholic schools 1918-­2018. SERA Researching Education Bulletin, 8, pp. 4-7.

McKinney, S. J. (2019) Catholic social teaching, Catholic education and religious education. Springer

Hirsu, L., Zacharias, S. (2019) Challenging the translingual turn: TESOL student teachers' perceptions, practices and networks. ELT Research Papers 19.08.

Livingston, K., Shiach, L. (2019) Development of a new partnership model of teacher education: opportunities and challenges. Routledge

Lam, D. (2019) Enhancing learning-oriented feedback for Cambridge English: First paired interactions. Research Notes, 75.

Rose, H., Galloway, N. (2019) Global Englishes for Language Teaching. Cambridge University Press

Lam, D. M. K. (2019) Interactional competence with and without extended planning time in a group oral assessment. Language Assessment Quarterly, 16, pp. 1-20. (doi: 10.1080/15434303.2019.1602627)

Alves, I. (2019) International inspiration and national aspirations: inclusive education in Portugal. International Journal of Inclusive Education, 23, pp. 862-875. (doi: 10.1080/13603116.2019.1624846)

McKinney, S. J., McCluskey, R. (2019) Introduction. Palgrave Macmillan

Yu, Y., Moskal, M. (2019) Missing intercultural engagements in the university experiences of Chinese international students in the UK. Compare: A Journal of Comparative and International Education, 49, pp. 654-671. (doi: 10.1080/03057925.2018.1448259)

Piacentini, T., O'Donnell, C., Phipps, A., Jackson, I., Stack, N. (2019) Moving beyond the ‘language problem’: developing an understanding of the intersections of health, language and immigration status in interpreter-mediated health encounters. Language and Intercultural Communication, 9, pp. 256-271. (doi: 10.1080/14708477.2018.1486409)

McAdam, J. E. (2019) Narratives of change: the role of storytelling, artefacts and children’s literature in building communities of inquiry that care. Cambridge Journal of Education, 49, pp. 293-307. (doi: 10.1080/0305764X.2018.1524001)

Antony-Newman, M. (2019) Parental involvement policies in Ontario: a critical analysis. School Community Journal, 29, pp. 143-170.

Marshall, B., Gibbons, S., Hayward, E., Spencer, E. (2019) Policy, Belief and Practice in the Secondary English Classroom: A Case-Study Approach from Canada, England and Scotland. Bloomsbury

Perry, M., Seel, K. (2019) Relationship matters in adult education: the practice of literacies in-between. Routledge

Hirsu, L., Hashemi, L., Quezada-Rayes, Z. (2019) SDG 5: Achieve Gender Equality and Empower all Women and Girls.

McKinney, S. J., McCluskey, R. (2019) The Education (Scotland) Act, 1918, in historical context. Palgrave Macmillan

McKinney, S. J. (2019) The Presbyterian campaign (1923–1930) against the Education (Scotland) Act, 1918. Palgrave Macmillan

McKinney, S.J. (2019) The Ursulines of Jesus: the first religious in post-Reformation Scotland. Pastoral Review, 15, pp. 58-64.

Francis, D. A. (2019) What does the teaching and learning of sexuality education in South African schools reveal about counter-normative sexualities? Sex Education, 19, pp. 406-421. (doi: 10.1080/14681811.2018.1563535)

Francis, D. (2019) ‘Keeping it straight’ what do South African queer youth say they need from sexuality education? Journal of Youth Studies, 22, pp. 772-790. (doi: 10.1080/13676261.2018.1539223)

McKinney, S.J. (2018) A long, proud history: Catholic schools 1816-2018. Scottish Catholic Observer, pp. 16.

(2018) Education and Disability in the Global South: New perspectives from Africa and Asia.

Singal, N., Taneja Johansson, S., Lynch, P. (2018) Education of children with disabilities: changing landscape of new opportunities and challenges. Bloomsbury Academic

Wright, G. A., Reeves, E., Williams, J., Morrison-Love, D., Patrick, F., Gineste, J., Mammes, I., Graube, G. (2018) Abridged international perspectives of technology education and its connection to STEM education. International Journal of Education, 10, pp. 31 -56. (doi: 10.5296/ije.v10i4.13704)

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.

Zacharias, S. (2018) Moon Metaphors: a Multilinguistic and Multicultural Perspective.

Archibald, D., Driscoll, S. T., Doherty, C., Perry, M. (2018) Dossier on Govan Young: Exploring children’s historical consciousness through film and archaeology. Film Education Journal, 1, pp. 193-208. (doi: 10.18546/FEJ.01.2.07)

Sutherland, M., Stack, N. (2018) Building knowledge bridges: synthesising early years and gifted education research and practice to provide an optimal start for young gifted children. SAGE Publications Ltd.

Moskal, M., Sime, D., Tyrrell, N., McMellon, C., Kelly, C. (2018) Eastern European Youth Identities in Uncertain Times. Research and Policy Briefing No. 5.

Arizpe, E. (2018) Literatura infantil en contextos críticos de desplazamiento: El programa “Leer con migrantes” Secretaria de Cultura

McKinney, S. J. (2018) This country owes a huge debt to Catholic schools. Times Educational Supplement Scotland, pp. 14-15.

Mou, L., Lavigne, E., Rostamian, A., Moodie, G., Wheelahan, L. (2018) TVET in Taiwan: Preliminary Report.

Zacharias, S. (2018) 'The Heat's Travelling Along the Rod!' Constructions and Representations of Scientific Abstract Concepts in Classroom Discourse.

Szelei, N., Alves, I. (2018) The missing link: teacher learning for diversity in an area-based initiative in Portugal. Center for Educational Policy Studies Journal, 8, pp. 79-98. (doi: 10.26529/cepsj.513)

Zacharias, S. (2018) How are we Meant to use Heat? Towards a Model of Linguistic Knowledge for Teachers.

Zacharias, S., Hirsu, L. (2018) Embracing a Translingual Approach: Between Pedagogical Risk and Daily Practice.

Zacharias, S. (2018) Is That What You Meant? Towards a Formative Evaluation Framework for Content Classrooms.

Bell, D., Morrison-Love, D., Wooff, D., McLain, M. (2018) STEM education in the twenty-first century: learning at work - an exploration of design and technology teacher perceptions and practices. International Journal of Technology and Design Education, 28, pp. 721-737. (doi: 10.1007/s10798-017-9414-3)

Boland, M., Jago, M., Macdonald, J. (2018) Teaching for creativity and creative teaching. SAGE Publications Ltd

Perry, M., Pullanikkatil, D. (2018) Beating poverty needs partnerships and collaboration – not just money. Conversation, pp. 16 Aug.

Kruikow, J., Galloway, N. (2018) Internationalisation and the growing demand for English in Japanese Higher Education: undertaking doctoral study in English. Routledge

Perry, M., Pullanikkatil, D. (2018) North-South research partnerships must break old patterns for real change. Conversation, pp. 08 Aug.

Hirsu, L. (2018) 'Where am I? Do you have WiFi?’: vital technologies and precarious living in the Syrian refugee crisis. Ohio State University Press

McKinney, S. J. (2018) A complex relationship. Open House, 277, pp. 3-4.

Sutherland, M., Stack, N. (2018) Creating challenge in the classroom. SAGE Publications Ltd

(2018) Research Papers Presented at the 2017 LSME International Conference on ‘Responsible Research in Education and Transformation in Education’

McLinden, M., Lynch, P., Soni, A., Artiles, A., Kholowa, F., Kamchedzera, E., Mbukwa, J., Mankhwazi, M. (2018) Supporting children with disabilities in low- and middle- income countries: promoting inclusive practice within community-based childcare centres in Malawi through a bioecological systems perspective. International Journal of Early Childhood, 50, pp. 159-174. (doi: 10.1007/s13158-018-0223-y)

McCulloch, M., Sutherland, M. (2018) The evolving concept of inclusive education. SAGE Publications Ltd

Arizpe, E., Ryan, S. (2018) The wordless picturebook: literacy in multilingual contexts and David Wiesner’s worlds. Bloomsbury Academic

Hirsu, L., Reyes, Z., Hashemi, L., Ketuly, K. A., Mohammad, S. A. (2018) The role of gender mainstreaming in city-level interventions and leadership: examples from Manila, Duhok and Sanandaj. SUEUAA Thematic Paper Series, TPS 103/18.

Lam, D. M. K. (2018) What counts as “responding”? Contingency on previous speaker contribution as a feature of interactional competence. Language Testing, 35, pp. 377-401. (doi: 10.1177/0265532218758126)

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

Hirsu, L., Reyes, Z., Ketuly, K. A., Mohammad, S. A., Azizi, N., Mwaikokesya, M. (2018) Anchoring universities into (un)expected realities: the engagement role of universities in Asia and Africa. SUEUAA Thematic Paper Series, TPS 101/18.

Phipps, A., Sitholé, T. (2018) The Warriors Who Do Not Fight. Wild Goose Publications

McKinney, S. J. (2018) An extraordinary invitation: the Education (Scotland) Act of 1918. Open House, 276, pp. 9-10.

McMellon, C., Sime, D., Corson, S., Käkelä, E., Tyrrell, N., Kelly, C., Moskal, M. (2018) Eastern European Young People’s Political and Community Engagement in the UK. Research and Policy Briefing No. 3.

Kelly, C., Tyrrell, N., Sime, D., Käkelä, E., Corson, S., McMellon, C., Moskal, M. (2018) Eastern European Young People’s Use of Services in the UK. Research and Policy Briefing No. 4.

Hirsu, L. (2018) Translanguaging: Exploring rich resources and navigating diverse contexts (Paulsrud, B., Rosen, J., Straszer, B., & Wedin, Å. (Eds.). New perspectives on translanguaging and education. ) System, 74, pp. 227-228. (doi: 10.1016/j.system.2018.04.007)

Lynch, P., Gladstone, M., McLinden, M., Douglas, G., Jolley, E., Schmidt, E., Chimoyo, J. (2018) ‘I have learnt to love the child and give opportunities to play with peers’: a feasibility study of the training programme to support parents of young children with visual impairment in Malawi. Journal of Early Childhood Research, 16, pp. 210-225. (doi: 10.1177/1476718X18761219)

McAdam, J. E., Hirsu, L., Abou Ghaida, S. (2018) ‘Why does that lighthouse have a speaker on it?’: the potential of Arabic picture books. English 4-11, 63, pp. 9-12.

McKinney, S. J. (2018) 100 Years of the Education (Scotland) Act, 1918. Pastoral Review, 14, pp. 22-27.

Hirsu, L. (2018) Clicks, tweets, links, and other global actions: the nature of distributed agency in digital environments. University of Utah Press

Phipps, A. (2018) Commentary on: 'Border Enforcement and the University: A Conversation' Society and Space Open Site,

Perry, M. (2018) Aid is all very well but fair exchange and self awareness may matter more. Scotsman, 2018, pp. 05 Apr.

McKinney, S. (2018) A Scottish education milestone. Open House, 275, pp. 9-10.

Hayward, L. et al. (2018) CAMAU Project: Research Report (April 2018)

Arizpe, E., Guerrero, L. (2018) Reading fears and opportunities: researching change over 25 years in the literacy practices of Mexican adolescents. Routledge

Ramdarshan Bold, M. (2018) The return of the social author: negotiating authority and influence on Wattpad. Convergence: The International Journal of Research into New Media Technologies, 24, pp. 117-136. (doi: 10.1177/1354856516654459)

(2018) Young People Reading: Empirical Research Across International Contexts.

Zacharias, S., Hirsu, L. (2018) Challenging Student-Teacher Language Ideologies in Translingual Contexts.

Zacharias, S. (2018) Developing Knowledge About Language with Student Teachers on Short English as an Additional Language Input Sessions.

Aydınlı, J., Ortaçtepe, D. (2018) Selected research in applied linguistics and English language teaching in Turkey: 2010–2016. Language Teaching, 51, pp. 210-245. (doi: 10.1017/s0261444818000010)

McKinney, S. (2018) The view from SERA in Scotland. Research Intelligence, 135, pp. 29.

Honeychurch, S., Patrick, F. (2018) Massive Open Online Courses as affinity spaces for connected learning: Exploring effective learning interactions in one massive online community. Research in Comparative and International Education, 13, pp. 117-134. (doi: 10.1177/1745499918768112)

Tyrrell, N., Käkelä, E., Corson, S., Sime, D., Kelly, C., McMellon, C., Moskal, M. (2018) Eastern European Young People’s Feelings of Belonging: Any Place in Brexit Britain? Research and Policy Briefing No. 2.

Ivinson, G., Thompson, I., Beckett, L., Egan, D., Leitch, R., McKinney, S. (2018) Learning the price of poverty across the UK. Policy Futures in Education, 16, pp. 130-143. (doi: 10.1177/1478210317736224)

McKinney, S. (2018) The Journey towards the Education (Scotland) Act of 1918. Open House, 274, pp. 7-8.

Sakavara, A., Tsirtsis, G., Roelke, D. L., Mancy, R., Spatharis, S. (2018) Lumpy species coexistence arises robustly in fluctuating resource environments. Proceedings of the National Academy of Sciences of the United States of America, 115, pp. 738-743. (doi: 10.1073/pnas.1705944115)

Brooks-Hay, O., Burman, M., Bradley, L., Kyle, D. (2018) Evaluation of the Rape Crisis Scotland National Advocacy Project: Final Report.

Brooks-Hay, O., Burman, M., Bradley, L., Kyle, D. (2018) Evaluation of the Rape Crisis Scotland National Advocacy Project: Summary Report.

Galloway, N., Rose, H. (2018) Incorporating Global Englishes into the ELT classroom. ELT Journal, 72, pp. 3-14. (doi: 10.1093/elt/ccx010)

McKinney, S. J. (2018) Affirming the place of scripture in the Catholic School. Peter Lang

McKinney, S. J. (2018) Catholic education in Scotland. Edinburgh University Press

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

Smith, J. M., Mancy, R. (2018) Exploring the relationship between metacognitive and collaborative talk during group mathematical problem solving – what do we mean by collaborative metacognition? Research in Mathematics Education, 20, pp. 14-36. (doi: 10.1080/14794802.2017.1410215)

McKinney, S. J. (2018) Foreword. Palgrave Macmillan

Read, B., Bradley, L. (2018) Gender, time and ‘waiting’ in everyday academic life. Palgrave Macmillan

Fassetta, G., Imperiale, M. G. (2018) Indigenous Engagement, Research Partnerships, and Knowledge Mobilisation: Think Piece.

Nakatsuhara, F., May, L., Lam, D., Galaczi, E. (2018) Learning oriented feedback in the development and assessment of interactional competence. Research Notes, 70.

Moskal, M., Schweisfurth, M. (2018) Learning, using and exchanging global competence in the context of international postgraduate mobility. Globalisation, Societies and Education, 16, pp. 93-105. (doi: 10.1080/14767724.2017.1387768)

Livingston, K. (2018) Multiple influences on teachers in changing environments. European Journal of Teacher Education, 41, pp. 135-137. (doi: 10.1080/02619768.2018.1432318)

Hayward, E. (2018) Notes from a small country: teacher education, learning innovation and accountability in Scotland. Springer

Hayward, L., Higgins, S., Livingston, K., Wyse, D. (2018) Reclaiming education: ‘fake news’, research and social justice. Curriculum Journal, 29, pp. 1-3. (doi: 10.1080/09585176.2018.1436252)

Wood, R., Milton, D. (2018) Reflections on the value of autistic participation in a tri-national teacher-training project through discourses of acceptance, othering and power. British Journal of Special Education, 45, pp. 157-177. (doi: 10.1111/1467-8578.12216)

McKinney, S. J. (2018) Religious intolerance: sectarianism. Edinburgh University Press

Hannington Bananuka, T., Okot, T., Perry, M. (2018) Sustainable Futures in Africa (SFA): Tapping into local people’s knowledge for environmental sustainability.

Livingston, K. (2018) Teachers’ professional learning within learning systems. European Journal of Teacher Education, 41, pp. 415-417. (doi: 10.1080/02619768.2018.1491379)

Galloway, N. (2018) The native speaker teacher. Wiley-Blackwell and TESOL International Association

McKinney, S. J. (2018) The need for dialogue in the strategies to combat anti-Semitism and Islamophobia in contemporary Scotland. Palgrave Macmillan

McKinney, S.J. (2018) The preferential option for the poor and Catholic schools. Springer

McKinney, S. J. (2018) The roots of the preferential option for the poor in Catholic schools in Luke's Gospel. International Studies in Catholic Education, 10, pp. 220-232. (doi: 10.1080/19422539.2018.1492264)

Alves, I. F. (2018) The transnational phenomenon of individual planning in response to pupil diversity: a paradox in educational reform. Springer

Perry, M., Collier, D. R. (2018) What counts as creativity in education? An inquiry into the intersections of public, political, and policy discourses. Canadian Journal of Education, 41, pp. 24-43.

Sime, D., Fassetta, G., McClung, M. (2018) ‘It’s good enough that children are accepted’: Roma migrant mothers’ views of their children’s education post-migration. British Journal of Sociology of Education, 39, pp. 316-332. (doi: 10.1080/01425692.2017.1343125)

Rose, H., Galloway, N. (2017) Debating standard language ideology in the classroom: using the ‘Speak Good English Movement’ to raise awareness of Global Englishes. RELC Journal, 48, pp. 294-301. (doi: 10.1177/0033688216684281)

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

Özkul, S., Ortaçtepe, D. (2017) The use of video feedback in teaching process‐approach EFL writing. TESOL Journal, 8, pp. 862-877. (doi: 10.1002/tesj.362)

Ivinson, G., Beckett, L., Egan, D., Leitch, R., McKinney, S., Thompson, I. (2017) Poverty and policy advocacy. Research Intelligence, 134, pp. 23-24.

Ivinson, G., Beckett, L., Egan, D., Leitch, R., McKinney, S., Thompson, I. (2017) Poverty policy and practice themes. Research Intelligence, 134, pp. 25-26.

Sime, D., Käkelä, E., Corson, S., Tyrrell, N., McMellon, C., Kelly, C., Moskal, M. (2017) Eastern European Young People in Brexit Britain. Research and Policy Briefing No. 1.

McKinney, S. (2017) Martin Luther: A Christian vision of school education. Pastoral Review, 13, pp. 45-50.

Imperiale, M. G., Phipps, A., Al-Masri, N., Fassetta, G. (2017) Pedagogies of hope and resistance: English language education in the context of the Gaza Strip, Palestine. British Council

Phipps, A. (2017) Research for CULT Committee - Why Cultural Work with Refugees: In Depth Analysis. (doi: 10.2861/878929)

Runswick-Cole, K., Wood, R. (2017) Bag of The Devil: The Disablement of Rob Titchener. Emerald

Phipps, A. (2017) Language plenty, refugees and the post-Brexit world: new practices from Scotland. Palgrave Macmillan

Arizpe, E. (2017) Picturebooks and situated readers: the intersections of text, image, culture and response. Edinburgh University Press

Mancy, R., Brock, P. M., Kao, R. R. (2017) An integrated framework for process-driven model construction in disease ecology and animal health. Frontiers in Veterinary Science, 4, (doi: 10.3389/fvets.2017.00155)

Brown, S. (2017) Mixed messages (or how to undermine your own policy): ESOL provision in the Scottish FE sector. UCL Institute of Education Press

McKinney, S. J. (2017) Martin Luther and school education. Open House, 272, pp. 8-19.

Moskal, M. (2017) Visual methods in research with migrant and refugee children and young people. Springer

Hayward, E., Morrison-Love, D., Makara Fuller, K., Spencer, E., Hughes, S., Ryder, N., MacBride, G. (2017) CAMAU Project: Progression Frameworks and Progression Steps.

Galloway, N. (2017) ELF and ELT teaching materials. Routledge

McKinney, S. (2017) Over a quarter of British children are still suffering from poverty. Catholic Universe, pp. 26 Jul.

Phipps, A. (2017) “Has he eaten salt?”: communication difficulties in health care. Medical Journal of Australia, 207, pp. 23-24. (doi: 10.5694/mja17.00346)

McKinney, S. J., Hill, R. J., Hania, H. (2017) Care for the elderly: some perspectives from Scripture. Pastoral Review, 13, pp. 58-63.

Gladstone, M., McLinden, M., Douglas, G., Jolley, E., Schmidt, E., Chimoyo, J., Magombo, H., Lynch, P. (2017) ‘Maybe I will give some help…. maybe not to help the eyes but different help’: an analysis of care and support of children with visual impairment in community settings in Malawi. Child: Care, Health and Development, 43, pp. 608-620. (doi: 10.1111/cch.12462)

Moskal, M. (2017) International students pathways between open and closed borders: towards a multi-scalar approach to educational mobility and labour market outcomes. International Migration, 55, pp. 126-138. (doi: 10.1111/imig.12301)

Sutherland, M., Head, G., McCulloch, M., Stack, N. (2017) Scotland. Praeger

Hirsu, L., Bryson, E. (2017) Sharing Lives, Sharing Languages: A Pilot Peer Education Project for New Scots' Social and Language Integration - Evaluation Report June 2017.

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)

McKinney, S. J., Hall, S. T., Lowden, K. (2017) Catholic Schools and attainment in Scotland. Open House, 269, pp. 14-15.

McKinney, S., Forde, C. (2017) From the Editors. Scottish Educational Review, 49, pp. 1-2.

Perry, M., Medina, C. (2017) Performance and dramatic experiences. SAGE Publications

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.

Sutherland, M., Smith, T. A., Tungaraza, F., Stack, N. (2017) Navigating the shifting terrain between policy and practice for gifted learners in Tanzania. Routledge

McKinney, S. (2017) Christian care for the elderly: St Mungo’s Old Folks’ Centre for Wellbeing. Open House, 267, pp. 9-10.

Mpolya, E. A., Lembo, T., Lushasi, K., Mancy, R., Mbunda, E. M., Maziku, M., Makungu, S., Sikana, L., Jaswant, G., Townsend, S., Meslin, F.-X., Abela-Ridder, B., Ngeleja, C., Changalucha, J., Mtema, Z., Sambo, M., Mchau, G., Rysava, K., Nanai, A., Kazwala, R., Cleaveland, S., Hampson, K. (2017) Towards elimination of dog-mediated human rabies: experiences from implementing a large-scale demonstration project in Southern Tanzania. Frontiers in Veterinary Science, 4, (doi: 10.3389/fvets.2017.00021)

McPake, J., McLeod, W., O'Hanlon, F., Fassetta, G., Wilson, M. (2017) Professional development programmes for teachers moving from majority to minoritised language medium education: lessons from a comparative study. Language Policy, 16, pp. 79-105. (doi: 10.1007/s10993-015-9395-6)

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)

Higgins, S., Hayward, L., Livingston, K., Wyse, D. (2017) A curricular lens on equity and inclusion: using Bernstein to articulate ‘supercomplexity’ Curriculum Journal, 28, pp. 303-304. (doi: 10.1080/09585176.2017.1341106)

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)

McKinney, S. (2017) Catholic schools in Glasgow and caring for the needs of those who are poor. Routledge

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

McKinney, S. J. (2017) Conceptual and Practical Matters: The Challenges and Benefits of Conducting Educational Research Using Historical Data. SAGE Publications

Moskal, M., Hancock, J. (2017) Cultural Mediators in the Refugee Sector - Work Challenges, Skill Needs, Training Requirements and Existing Provisions in the UK: The ReCULM project country report EC Erasmus+, 25 February.

Livingston, K., Hutchinson, C. (2017) Developing teachers’ capacities in assessment through career-long professional learning. Assessment in Education: Principles, Policy and Practice, 24, pp. 290-307. (doi: 10.1080/0969594X.2016.1223016)

Alves, I. (2017) Diversidade, diferença e planeamento educativo individualizado na escola portuguesa. Medi@coes, 5, pp. 116-135.

McKinney, S. J., McCluskey, R. (2017) Does religious education matter in non-denominational schools in Scotland? Routledge

Livingston, K. (2017) Editorial. European Journal of Teacher Education, 40, pp. 433-435. (doi: 10.1080/02619768.2017.1359917)

Moskal, M., North, A. (2017) Equity in education for/with refugees and migrants—toward a solidarity promoting interculturalism. European Education, 49, pp. 105-113. (doi: 10.1080/10564934.2017.1343088)

Tordzro, G., Phipps, A. (2017) Gedzem - Kutrikuku – Resilience – the Documentary [Documentary Film]

Tordzro, G., Phipps, A., Sithole, T. (2017) Gedzem Kutrikuku– Resilience – the Production [Documentary Film]

Galloway, N. (2017) Global Englishes and Change in English Language Teaching: Attitudes and Impact. Routledge

Galloway, N. (2017) Global Englishes for Language Teacher Education: Preparing MSc TESOL students to teach in a globalized world. Multilingual Matters

Francis, D. A. (2017) Homophobia and sexuality diversity in South African schools: A review. Journal of LGBT Youth, 14, pp. 359-379. (doi: 10.1080/19361653.2017.1326868)

Galloway, N., Kriukow, J., Numajiri, T. (2017) Internationalisation, higher education and the growing demand for English: An investigation into the EMI movement in China and Japan.

Wyse, D., Hayward, L., Higgins, S., Livingston, K. (2017) Language and education. Curriculum Journal, 28, pp. 443-445. (doi: 10.1080/09585176.2017.1378463)

Hayward, L., Higgins, S., Livingston, K., Wyse, D. (2017) Living with supercomplexity. Curriculum Journal, 28, pp. 155-157. (doi: 10.1080/09585176.2017.1329184)

Livingston, K. (2017) Looking back, looking forward: fortieth volume of the European Journal of Teacher Education. European Journal of Teacher Education, 40, pp. 1. (doi: 10.1080/02619768.2017.1280232)

McKinney, S. (2017) Mezhkulturnoe obrazovanie i mezhdunarodnaia studencheskaia mobilnost v Shotlandii i Soedinennom Korolestve. Grotesk

Fassetta, G., Imperiale, M. G., Frimberger, K., Attia, M., Al-Masri, N. (2017) Online teacher training in a context of forced immobility: the case of Gaza, Palestine. European Education, 49, pp. 133-150. (doi: 10.1080/10564934.2017.1315538)

Zacharias, S. (2017) PhD research report: Knowledge about language from a cognitive linguistics perspective: What content teachers might want to know.

McKinney, S. J., Zannoni, F., Sakaev, V. (2017) Problemy integratsii religioznykh men'shinstv: keysy Evropeyskogo Soyuza i Rossiyskoy Federatsii = The challenges of the integration of religious minorities: case studies in the EU and Russian Federation. Religiovedcheskie Issledovaniya = Researches in Religious Studies, 2, pp. 72-107.

(2017) Report on the Proceedings of the International Conference on Managing Responsible Research in the Human Sciences and Information Management 2016.

(2017) Rethinking Equity in Education for/ with Refugees and Migrants, European Education Special Issue. European Education, 49,

Grigoriev, S., Grinshkun, V., Zannoni, F., Krupova, J., Lvova, O., McKinney, S.J. (2017) Teoriia i praktika razvitiia tolerantnosti sredstvami polikulturnoi obrazovatelnoi platformy Moskovskogo gorodskogo pedagogicheskogo universiteta. Moscow City University

Cowbury, T., Maughan, M., Phipps, A. (2017) The Claim.

Ivinson, G., Beckett, L., Thompson, I., Wrigley, T., Egan, D., Leitch, R., McKinney, S. (2017) The Research Commission on Poverty and Policy Advocacy: A Report from One of the BERA Research Commissions. Final Report.

Ivinson, G., Beckett, L., Thompson, I., Wrigley, T., Egan, D., Leitch, R., McKinney, S. (2017) The Research Commission on Poverty and Policy Advocacy: A Report from One of the BERA Research Commissions. Summary Report.

Livingston, K., Flores, M. A. (2017) Trends in teacher education: a review of papers published in the European journal of teacher education over 40 years. European Journal of Teacher Education, 40, pp. 551-560. (doi: 10.1080/02619768.2017.1387970)

Francis, D. (2017) Troubling the teaching and learning of gender and sexuality diversity in South African education. Palgrave Macmillan

Francis, D., Brown, A. (2017) ‘To correct, punish and praise’ LRC leaders experiences and expressions of non-heterosexuality in Namibian schools. International Journal of Inclusive Education, 21, pp. 1276-1293. (doi: 10.1080/13603116.2017.1336577)

Francis, D. A., Reygan, F. (2016) 'Let's see if it won't go away by itself.' LGBT microaggressions among teachers in South Africa. Education as Change, 20, pp. 180-201. (doi: 10.17159/1947-9417/2016/1124)

Galloway, N. (2016) Researching your own students: negotiating the dual teacher-researcher role. Routledge

McKinney, S. J. (2016) Catholic schools and preferential option for the poor. Chéile: A Catholic School Ethos Journal, 26, pp. 4-5.

Madgin, R., Bradley, L., Hastings, A. (2016) Connecting physical and social dimensions of place attachment: what can we learn from attachment to urban recreational spaces? Journal of Housing and the Built Environment, 31, pp. 677-693. (doi: 10.1007/s10901-016-9495-4)

Mutlu, S., Ortaçtepe, D. (2016) The identity (re)construction of nonnative English teachers stepping into native Turkish teachers’ shoes. Language and Intercultural Communication, 16, pp. 552-569. (doi: 10.1080/14708477.2016.1194852)

Livingston, K. (2016) Undertaking commissioned research in education: do research paradigms matter? IGI Global

Oh, H., Badia-Martín, M. d. M., Blumen, S., Maakrun, J., Nguyena, Q. A.-T., Stack, N., Sutherland, M., Wormald, C., Ziegler, A. (2016) Motivational orientations of high-achieving students as mediators of a positive perception of a high-achieving classmate: results from a cross-national study. Anales de Psicología, 32, pp. 695-701. (doi: 10.6018/analesps.32.3.259451)

Burhan-Horasanlı, E., Ortaçtepe, D. (2016) Reflective practice-oriented online discussions: A study on EFL teachers’ reflection-on, in and for-action. Teaching and Teacher Education, 59, pp. 372-382. (doi: 10.1016/j.tate.2016.07.002)

Zacharias, S. (2016) Knowledge about Language from a Cognitive Linguistics Perspective: What Content Teachers Might Want to Know.

McKinney, S. J. (2016) How will Brexit affect Scottish education? Research Intelligence, 131, pp. 26-27.

McKinney, S. (2016) Being Jewish in Scotland. Open House, 262, pp. 5-6.

Crichton, H., Patrick, F. (2016) Learning Under Construction: Students’ Perceptions of Constructivist Approaches to Teaching, Learning and Assessment at Masters Level.

Moskal, M., Hunger, U., Krannich, S., Hanwei, L., Ma, X., Pereira, S., Iorio, J., Bilecen, B., de Winter, T., de Valk, H. A. G., van Mol, C. (2016) International Students’ Migration and (Re-) production of Social Inequalities [Symposium]

Morrison-Love, D. (2016) Let’s stop E and T from becoming alien concepts. Times Higher Education, 2016, pp. 12 Aug.

Zhang, C., Fagan, C. (2016) Examining the role of ideological and political education on university students' civic perceptions and civic participation in Mainland China: Some hints from contemporary citizenship theory. Citizenship, Social and Economics Education, 15, pp. 117-142. (doi: 10.1177/2047173416681170)

Arshad, R., Moskal, M. (2016) Race Equality and Scottish School Education: Ensuring Today’s Young People are Tomorrow’s Confident Citizens. IAA Briefing.

Chapman, C., Lowden, K., Chestnutt, H., Hall, S., McKinney, S., Friel, N. (2016) The School Improvement Partnership Programme: Sustaining Collaboration and Enquiry to Tackle Educational Inequity.

McKinney, S.J., Hall, S.T. (2016) Nurture groups: inclusion of the most vulnerable children and young people in Catholic schools. Pastoral Review, 12, pp. 28-33.

Hayward, L., MacBride, G., Spencer, E. (2016) Scotland: the intersection of international student assessment and educational policy development. Routledge

Fassetta, G., Phipps, A., Imperiale, M. G. (2016) Review essay. Hospitality and Society, 6, pp. 183-192. (doi: 10.1386/hosp.6.2.183_7)

McKinney, S. J. (2016) Poverty proofing schools. Researching Education Bulletin, 6, pp. 8-11.

Stack, N., Sutherland, M., Smith, T.A., Tungaraza, F. (2016) Creating a space and place for diverse learners in multifarious contexts. Routledge

Forde, C., McKinney, S.J. (2016) From the Editors. Scottish Educational Review, 48, pp. 1-2.

Phipps, A. (2016) Performing intercultural pragmatics: laughter and the need for repair. Springer International Publishing

Mtema, Z. et al. (2016) Mobile phones as surveillance tools: implementing and evaluating a large-scale intersectoral surveillance system for rabies in Tanzania. PLoS Medicine, 13, (doi: 10.1371/journal.pmed.1002002)

Livingston, K., di Nardo, P. (2016) Becoming a teacher. SAGE Publications Ltd.

Forde, C., O'Brien, J. P., Patrick, F. (2016) Expectations, teachers' work and an era of flexibility: tensions for staff, school leaders and management. Swan and Horn

Alves, I., Andreasson, I., Karlsson, Y., Miles, S. (2016) Constructions of student identity in talk and text: a focus on special educational needs in Sweden and England. The Tufnell Press

Brown, S. (2016) Language Input Through Project-Based Learning.

McKinney, S.J. (2016) Sectarianism in Scotland: a changing landscape? Open House, pp. 11-12.

Yasri, P., Mancy, R. (2016) Student positions on the relationship between evolution and creation: what kinds of changes occur and for what reasons? Journal of Research in Science Teaching, 53, pp. 384-399. (doi: 10.1002/tea.21302)

McKinney, S. J. (2016) Why chess is good for young brains. Conversation, pp. 25 Jan.

McKinney, S. J., Hill, R. J., Hania, H. (2016) Responsibility for the earth and the naming of creation in the Old Testament – A response to Laudato Si. Pastoral Review, 12, pp. 54-59.

Ortaçtepe, D. (2016) Using webcasts for student presentations: a case study. International Journal of Information and Learning Technology, 33, pp. 57-74. (doi: 10.1108/ijilt-10-2015-0029)

Santoro, N., Sosu, E., Fassetta, G. (2016) 'You have to be a bit brave': barriers to Scottish student-teachers' participation in study-abroad programmes. Journal of Education for Teaching, 42, pp. 17-27. (doi: 10.1080/02607476.2015.1131364)

Livingston, K. (2016) Teacher education’s role in educational change. European Journal of Teacher Education, 39, pp. 1-4. (doi: 10.1080/02619768.2016.1135531)

Fassetta, G., Da Lomba, S., Quinn, N. (2016) A healthy start? Experiences of pregnant refugee and asylum seeking women in Scotland.

Tordzro, G., Phipps, A. (2016) Broken World, Broken Word - the Making [Theatre Production]

Sithole, T., Tordzro, G., Phipps, A. (2016) Broken World, Broken Word - the Production [Film]

Arizpe, E., Styles, M. (2016) Children Reading Picturebooks: Interpreting Visual Texts. Routledge

(2016) Children as Readers in Children’s Literature: The Power of Text and the Importance of Reading.

Francis, D. A. (2016) Compulsory heterosexuality. Palgrave Macmillan

Francis, D. A. (2016) Conclusion. Palgrave Macmillan

Lam, D. (2016) Contriving authentic interaction: Task implementation and engagement in school-based speaking assessment in Hong Kong. Palgrave Macmillan

Perry, M., Herder-Wynne, F., Gray, S. (2016) Courageous Journeys in Education: The ECL Foundation and Netherfield Primary and Pre-School. The ecl foundation

Milne, S., Barr, N., McVey, M., Morrison-Love, D., Trinder, J. (2016) Exploring Question-Feedback Models in Online Assessment Resources.

Moskal, M., Tyrrell, N. (2016) Family migration decision-making, step-migration and separation: children’s experiences in European migrant worker family. Children's Geographies, 14, pp. 453-467. (doi: 10.1080/14733285.2015.1116683)

Kim, T., Moskal, M. (2016) Flows, Migration, Mobility.

Moskal, M. (2016) International students’ mobility, gender dimension and crisis. Palgrave Macmillan

Francis, D. A. (2016) Introduction. Palgrave Macmillan

Moskal, M. (2016) Language and cultural capital in school experience of Polish children in Scotland. Race, Ethnicity and Education, 19, pp. 141-160. (doi: 10.1080/13613324.2014.911167)

(2016) Languages in Migratory Settings: Place, Politics, and Aesthetics.

Cain, T., Wieser, C., Livingston, K. (2016) Mobilising research knowledge for teaching and teacher education. European Journal of Teacher Education, 39, pp. 529-533. (doi: 10.1080/02619768.2016.1256086)

Spencer, E., Hayward, L. (2016) More than good intentions: policy and assessment for learning in Scotland. Springer International Publishing

Arizpe, E. (2016) Of readers and vermin: the consequences of literacy for parasites. Routledge

Livingston, K. (2016) Pedagogy and curriculum: teachers as learners. SAGE Publications Ltd.

Morrison-Love, D. (2016) Podcast: Towards a Tranformative Epistemology of Technology Education.

Moskal, M., Sime, D. (2016) Polish migrant children’s transcultural lives and transnational language use. Central and Eastern European Migration Review, 5, pp. 35-48.

Arshad, R., Marta, M. (2016) Racial Equality and Youth Work in Scotland: Ensuring Today's Young People are Tomorrow's Confident Citizens. IAA Briefing.

Francis, D., Reygan, F. (2016) Relationships, intimacy and desire in the lives of lesbian, gay and bisexual youth in South Africa. South African Review of Sociology, 47, pp. 65-84. (doi: 10.1080/21528586.2016.1163290)

Franchi, L., Conroy, J., McKinney, S. (2016) Religious education. SAGE

(2016) Report on the Proceedings of the International Conference on Responsible Research in Education and Management and its Impact.

(2016) Research Papers Presented at the 2016 LSME International Conference on Responsible Research in Education and Management and its Impact.

Arizpe, E., Styles, M. (2016) Responding to picturebooks in the 21st century: the challenges for readers, teachers and researchers. Wissenschaftlicher Verlag Trier

Moskal, M. (2016) Spaces of not belonging: inclusive nationalism and education in Scotland. Scottish Geographical Journal, 132, pp. 85-102. (doi: 10.1080/14702541.2015.1084028)

Sutherland, M., Head, G., Fagan, C., Masgrau, M. (2016) Teacher 2020. On the Road to Entrepreneurial Fluency in Teacher Education. European Commission

(2016) The SAGE Handbook of Curriculum, Pedagogy and Assessment.

McKinney, S. J., Conroy, J. C. (2016) The continued existence of state-funded schools in Scotland. Routledge

McKinney, S. (2016) The implications of historical and contemporary anti-Semitism in Glasgow and Scotland for Global Citizenship = As implicações do anti-semitismo histórico e contemporâneo em Glasgow e na Escócia para a cidadania global. Forum Sociológico, 28, pp. 27-36.

McKinney, S.J., Zannoni, F., Sakaev, V. (2016) The position of minority religious groups in Glasgow, Novellara and Tatarstan. CICS.Nova-Interdisciplinary Centre of Social Sciences, FCSH-UNL

Francis, D. A. (2016) Troubling anti-oppressive education. Palgrave Macmillan

Francis, D. A. (2016) Troubling the agency-victimhood trope. Palgrave Macmillan

Francis, D. A. (2016) Troubling the research. Palgrave Macmillan

Francis, D. A. (2016) Troubling the visibility and invisibility of non-normative sexualities in schools. Palgrave Macmillan

Fassetta, G. (2016) Using photography in research with young migrants: addressing questions of visibility, movement and personal spaces. Children's Geographies, 14, pp. 701-715. (doi: 10.1080/14733285.2016.1190811)

McKinney, S. J. (2016) Yüzyılda Büyük Britanya’daki İnanç Okulları. Değerler Eğitimi Merkezi

Francis, D. (2016) ‘I felt confused; I felt uncomfortable … my hair stood on ends’: Understanding how teachers negotiate comfort zones, learning edges and triggers in the teaching of sexuality education in South Africa. Palgrave Pivot