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Adamson, L. and Brown, R. (2024) Exploring children's experiences of schooling in Tanzania: how the ‘hidden curriculum’ undermines aspirations for sustainable development. Children and Society, (doi: 10.1111/chso.12847) (Early Online Publication)

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Brown, R. and Schweisfurth, M. (2024) Making context matter through Massey's relational space: methodological and theoretical implications for Comparative and International Education. Comparative Education Review, 68(3), pp. 469-488. (doi: 10.1086/731786)

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Rodolico, G. , Breslin, M. , Brown, R. , Dashaputre, N., Abodunrin, A., Mariani, A. and Dinger, C. (2024) Unpacking the Impact of Collaborative Online International Learning (COIL) on Tutors and Students: A Critical Reflection. DU Internationalization Summit, Denver, CO, USA, 12 April 2024.

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Brown, R. , Tikly, L. and Mitchell, R. (2023) Knowledge Co-creation for Transforming Education for Sustainable Futures: Call to Action. Transforming Education for Sustainable Futures Online Legacy Event, 17 Jul 2023.

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Lynch, P., Schuelka, M. J., Brown, R. , Johnstone, C. and Tshewang, S. (2023) Meaningful employment opportunities for youth with disabilities in Bhutan: piloting an employment assessment toolkit. International Journal of Educational Development, 101, 102820. (doi: 10.1016/j.ijedudev.2023.102820)

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McKinney, S. (2023) Welcome return for Mungo festival. Flourish, 2023(Feb), p. 14. (In Press)

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Robinson, L. (2023) "Religion and Worldviews: The Triumph of the Secular in Religious Education" edited by L. Philip Barnes. Theology in Scotland, 30(1), pp. 82-86. (doi: 10.15664/tis.v30i1.2583)[Book Review]

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TESF Collective, (2023) Knowledge Co-creation in Action: Learning from the Transforming Education for Sustainable Futures Network. A methodological sourcebook. Project Report. TESF, Bristol. (doi: 10.5281/zenodo.10179676).

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

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Rodolico, G. , Dashaputre, N., Brown, R. and Abodunrin, A. (2022) Enhancing internationalisation through a remotely delivered hands-on stem challenge. A case study of collaborative online international learning with social media as medium of participatory pedagogy. Giornale Italiano di Educazione alla Salute, Sport e Didattica Inclusiva, 6(1), (doi: 10.32043/gsd.v6i1.610)

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Dickson, B. and Davidson, J. (2021) Supporting sessional staff through structured induction: evaluation, reflections and lessons learned. Journal of Perspectives in Applied Academic Practice, 9(3), pp. 41-49. (doi: 10.14297/jpaap.v9i3.503)

Dickson, B. , Docherty, F., Honeychurch, S. , Jamieson, S. , Loveridge, C., Pope, L. , Price, V. , Soler, L. and Tasler, N. (2021) SoTL 'Unconference'. 14th Annual Learning & Teaching Conference: Transforming Teaching & Taking Stock, Glasgow, Scotland, United Kingdom, 18 June 2021. (Unpublished)

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Honeychurch, S. , Soler, L. , Price, V. , Loveridge, C., Docherty, F. , Tasler, N. , Dickson, B. and Pope, L. (2021) The Power of Collaborative SoTL. [Website]

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McGuire, W. (2021) The Problem with Written Feedback. ECER 2021 European Conference on Educational Research, 06-10 Sep 2021.

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Briant, E., Doherty, C. , Dooley, K. and English, R. (2020) In fateful moments: the appeal of parent testimonials when selling private tutoring. Pedagogy, Culture and Society, 28(2), pp. 223-239. (doi: 10.1080/14681366.2019.1629993)

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Conroy, J. (2020) Caught in the middle: Arendt, childhood and responsibility. Journal of Philosophy of Education, 54(1), pp. 23-42. (doi: 10.1111/1467-9752.12367)

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Harrison, V. S. and Tonner, P. (2020) Philosophy of museums. In: Jackson, J. (ed.) Oxford Bibliographies in Anthropology. Oxford University Press: New York, USA. ISBN 9780199766567 (doi: 10.1093/OBO/9780199766567-0241)

Hayward, L. et al. (2020) So Far So Good: Building the Evidence Base to Promote a Successful Future for the Curriculum for Wales. Project Report. University of Glasgow & Yr Athrofa.

Holton, M. and Finn, K. (2020) Belonging, pausing, feeling: a framework of “mobile dwelling” for U.K. university students that live at home. Applied Mobilities, 5(1), pp. 6-20. (doi: 10.1080/23800127.2018.1477003)

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

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

Murphy, M. , Burke, C., Costa, C. and Raaper, R. (2020) Introduction: theorising the university in an age of uncertainty. In: Murphy, M., Burke, C., Costa, C. and Raaper, R. (eds.) Social Theory and the Politics of Higher Education: Critical Perspectives on Institutional Research. Series: Social theory and methodology in education research. Bloomsbury Academic: London, pp. 1-13. ISBN 9781350141551 (doi: 10.5040/9781350141582.ch-001)

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Oh, H., Sutherland, M. , Stack, N., del Mar Badia Martín, M., Blumen, S., Nguyen, Q. A.-T., Wormald, C., Maakrun, J. and 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(6), pp. 809-826. (doi: 10.1080/03057925.2018.1561246)

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Smith, T. A., Laurier, E., Reeves, S. and Dunkley, R. A. (2020) “Off the beaten map”: navigating with digital maps on moorland. Transactions of the Institute of British Geographers, 45(1), pp. 223-240. (doi: 10.1111/tran.12336)

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Valdera Gil, F. and Crichton, H. (2020) Mother tongue plus two languages: are Scottish Primary Teachers confident to deliver? Language Learning Journal, 48(4), pp. 454-468. (doi: 10.1080/09571736.2018.1448430)