School of Education

Thomas, M. A. M., Lefebvre, E. E. (2024) Working from professional and political scripts: Teach For All and the globalization of a (domestic) teacher education model. Routledge

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

Dickson, M., Midraj, J., McMinn, M., Sukkar, H., Alharthi, M., Read, B. (2024) Fathers’ experiences of juggling work and family life in Abu Dhabi workplaces. Social Sciences, 13, (doi: 10.3390/socsci13110592)

Boeren, E. (2024) Student diversity, university rankings and the positioning of Russell Group universities. Oxford Review of Education,

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

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

Read, B. (2024) Gender equity in academic knowledge production: the influence of politics, power and precarity. European Educational Research Journal, (doi: 10.1177/14749041241277932)

Murphy, M. (2024) Rethinking education: Bildung, civil society and the search for solidarity. Access: Contemporary Issues in Education, 44, pp. 49-59. (doi: 10.46786/ac24.4962)

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

Kalenda, J., Boeren, E., Kočvarová, I. (2024) Exploring attitudes towards adult learning and education: group patterns among participants and non-participants. Studies in Continuing Education, 46, pp. 333-350. (doi: 10.1080/0158037x.2023.2199201)

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

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

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

Boeren, E. (2024) Post-COVID-19 European Country Specific Recommendations on adult education, training and skills: content, focus, shifts and patterns. Journal of Adult and Continuing Education, (doi: 10.1177/14779714241276465)

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

Nesterova, Y., Couch, D., Nguyen, H. (2024) Teacher's understandings of barriers to Indigenous children's' academic success in Taiwan. British Educational Research Journal,

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

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

Scandurra, R., Kelly, D., Fusaro, S., Cefalo, R., Hermannson, K. (2024) Do employability programmes in higher education improve skills and labour market outcomes? A systematic review of academic literature. Studies in Higher Education, 49, pp. 1381-1396. (doi: 10.1080/03075079.2023.2265425)

Vallely, M., Findlay, J., Hermannsson, K. (2024) Is the social origin pay gap bigger than we thought? Identifying and acknowledging workers with undefined social origins in survey data. Research in Social Stratification and Mobility, 92, (doi: 10.1016/j.rssm.2024.100952)

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

Nesterova, Y., Kim, E.-J. A., Amaglo-Mensah, T. D. (2024) The purposes of education in peacebuilding: views of local peace actors in diverse (post-)conflict societies. Global Change, Peace and Security, (doi: 10.1080/14781158.2024.2382679)

Nesterova, Y., Kim, E.-J. A. (2024) Peace as social cohesion, equity, and democracy: local peacebuilders’ conceptualizations of peace. Peace Review, (doi: 10.1080/10402659.2024.2377773)

Mitchell, A., Harvie, J., Rooney, A. M., Nihill, M., Forde, C., McMahon, M. (2024) Tipping Points: What Supports or Undermines Aspirations to Educational Leadership Roles in Scotland and in the Republic of Ireland?

Madrid Miranda, R., Chapman, C. (2024) Towards a network learning system: reflections on a university initial teacher education and school-based collaborative initiative in Chile. Professional Development in Education, 50, pp. 760-774. (doi: 10.1080/19415257.2021.1902840)

Hopkins, D., Mackay, A., Sahlberg, P., Hargreaves, A., Montecinos, C., Chapman, C., Mthembu, P., Spillane, J. (2024) Achieving equity through excellence in the world’s educational systems.

Kerrigan, K., Irvine, P. (2024) Middle Leader Induction and Development – an Exploration of Prior Experiences which Inform Leadership Practice.

Harvie, J., Robertson, Z., Brack, K. (2024) Enhancing the agency of senior school leaders through professional learning: a qualitative study of Into Headship, the national headteacher preparation programme in Scotland. Professional Development in Education, (doi: 10.1080/19415257.2024.2366336)

Harvie, J., Robertson, Z., Brack, K. (2024) Enhancing political awareness and agency in school leaders – A case study of the Into Headship programme. SERA Researching Education Bulletin Anniversary Edition, 1, pp. 36-41.

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.

de Almeida, F. M., Hermannsson, K., de Araújo Fernandes, A. S. (2024) Socioeconomic adversity and higher education: is the quota law a potential bridge to social mobility in Brazil? Education Policy Analysis Archives, 32, (doi: 10.14507/epaa.32.8387)

Parker, S., Knight, E. (2024) Problematising the use of interview data in research for educational policy and practice: beyond incorrigibility and ideology. SAGE

Lefebvre, E. E., Thomas, M. A.M. (2024) “I knew I had to leave”: a Bourdieusian analysis of why Teach For America teachers quit early. Teaching and Teacher Education, 142, (doi: 10.1016/j.tate.2024.104520)

Ascher, S., Gordon, J., Bongiovanni, I., Watson, I., Hermannsson, K., Gillespie, S., Sarangi, S., Biakhmetov, B., Chaturvedi Bhargava, P., Bhaskar, T., Krishna, B. B., Pandey, A., You, S. (2024) Trigeneration based on the pyrolysis of rural waste in India: environmental impact, economic feasibility and business model innovation. Science of the Total Environment, 921, (doi: 10.1016/j.scitotenv.2024.170718)

Dagar, P. (2024) Building sustainable and decent refugee livelihoods through adult education? Interplay between policies and realities of five refugee groups. British Educational Research Journal, 50, pp. 713-731. (doi: 10.1002/berj.3943)

Osborne, M., Nesterova, Y., Bhandari, R. (2024) Learning for global health in cities - Community resilience and the strengthening of learning systems. CR&DALL Working Paper WP1101/2024.

Mulvey, B., Lee, B.-N. (2024) The intellectual-state relationship and academic freedom in China: a reappraisal. Studies in Higher Education, (doi: 10.1080/03075079.2024.2332407)

Nesterova, Y. (2024) Decolonisation of multicultural Taiwan. Taiwan Insight,

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

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

de los Reyos, M., Roy, S., Osborne, M., Nesterova, Y. (2024) Local challenges, global imperatives: Cities at the forefront to achieve Education 2030.

Vanderhoven, E., Fontdevila, C., Langthaler, M., Valiente, O., Hermann, R., Marković, J., Sethwala, S., Maitra, S., Calderón, E. (2024) Realising the human development promise in dual VET. Compare: A Journal of Comparative and International Education, (doi: 10.1080/03057925.2024.2309240)

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

Hermannsson, K., Scandurra, R., Sarangi, S., Chaturvedi, P., Bhaskar, T., Pandey, A., Krishna, B. B., Gillespie, S., Gordon, J., Bongiovanni, I., Watson, I., You, S. (2024) Do skills enable the reduction of emissions from household energy use? Findings from a survey of households in rural India. Journal of Vocational Education and Training, 76, pp. 447-467. (doi: 10.1080/13636820.2023.2283733)

Sorensen, T. B., Eeva, K. (2024) Re-articulating the form of the political: contemporary education governance in the European Union. Introduction to the Special Issue. European Educational Research Journal, 23, pp. 165-177. (doi: 10.1177/14749041241231021)

Sorensen, T. B., Dumay, X. (2024) The European Union’s governance of teachers and the evolution of a bridging issue field since the mid-2000s. European Educational Research Journal, 23, pp. 237-260. (doi: 10.1177/14749041241234695)

Chapman, C., Donaldson, G. (2024) Where next for Scottish Education: Leading from the Classroom (Part 2)

Mulvey, B., Lee, J. (2024) Using Bourdieu in international student mobility research: past, present, and future directions. Bloomsbury Academic

Capsada-Munsech, Q. (2024) Do secondary education systems influence the overeducation risk of university graduates? A cross-national analysis by field of study and social background. International Journal of Comparative Sociology, 65, pp. 63-89. (doi: 10.1177/00207152241228148)

Capsada-Munsech, Q., Boliver, V. (2024) Does grammar school attendance increase the likelihood of attending a prestigious UK university? British Educational Research Journal, 50, pp. 348-366. (doi: 10.1002/berj.3929)

Schindler, S., Bar-Haim, E., Barone, C., Fels Birkelund, J., Boliver, V., Capsada-Munsech, Q., Erola, J., Facchini, M., Feniger, Y., Heiskala, L., Herbaut, E., Ichou, M., Karlson, K. B., Kleinert, C., Reimer, D., Traini, C., Triventi, M., Vallet, L.-A. (2024) Educational tracking and social inequalities in long-term labor market outcomes: six countries in comparison. International Journal of Comparative Sociology, 65, pp. 39-62. (doi: 10.1177/00207152231151390)

Thomas, M. A.M., Lefebvre, E. E. (2024) Learning, teaching, and researching with Bourdieu: a collaborative reflection on Bourdieusian encounters. Bloomsbury Academic

Mitchell, A., Black, S., Davren, C., Harvie, J. (2024) The Key Role of Mentorship in Principals’ Professional Development Trajectories: Impact of a University and District Research/Practice Learning Partnership.

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.

Van Mol, C., Cleven, J., Mulvey, B. (2024) Where, when and why are students internationally mobile? Edward Elgar Publishing

Nguyen, D., Boeren, E., Maitra, S., Cabus, S. (2024) A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions. Professional Development in Education, 50, pp. 91-107. (doi: 10.1080/19415257.2023.2238728)

Chan, W.Y. A., Nesterova, Y. (2024) Conversations: Yulia Nesterova and W. Y. Alice Chan discuss religious literacy. Diaspora, Indigenous, and Minority Education, 18, pp. 1-8. (doi: 10.1080/15595692.2023.2281835)

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

Dagar, P. (2024) Evaluating and reframing vocational education and training for refugees: Insights from five refugee groups across three cities of India. Compare: A Journal of Comparative and International Education, 54, pp. 110-127. (doi: 10.1080/03057925.2022.2078957)

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)

Kim, J., Araya, M., Rose, P., Woldehanna, T. (2024) Pre-primary education and school readiness amid the COVID-19 pandemic: evidence from Ethiopia. Journal of Research in Childhood Education, 38, pp. S6-S23. (doi: 10.1080/02568543.2023.2281557)

Harvie, J. (2024) Principalship Development in Scotland: Fostering Agency, Criticality and Confidence in School Leaders.

Dagar, P., Khurshid, K. (2024) Adult education in a postcolonial world. Brill

Odena, O. (2024) Educación musical e inclusión sociocultural. Eufonía, 100, pp. 43.

Boliver, V., Capsada-Munsech, Q. (2024) Intergenerational inequality in education. Edward Elgar Publishing

Dumay, X., Sorensen, T. B., Paine, L. (2024) Introduction: objectives of the volume. Routledge

Khanolainen, D., Nesterova, Y., Semenova, E., Fatkhulova, E., Trach, J. (2024) Teachers’ beliefs and characteristics predictive of their willingness to cultivate a safe, ethnically inclusive school environment. International Journal of Educational Research, 127, (doi: 10.1016/j.ijer.2024.102420)

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

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

Mulvey, B. (2023) Concluding thoughts: The future of Africa-China student mobility. Springer

Mulvey, B. (2023) Experiences in China: Getting on, getting out? Springer

Mulvey, B. (2023) International student mobility in a changing world. Springer

Mulvey, B. (2023) Mapping International Student Mobility Between Africa and China. Springer

Mulvey, B. (2023) Post-graduation plans: Navigating global regimes of mobility. Springer

Mulvey, B. (2023) Pre-mobility life-worlds: Who is on the move? Springer

Mulvey, B. (2023) Strategising and spontaneity in mobility decision-making. Springer

Sørensen, T. B., Dumay, X. (2023) The European Sectoral Social Dialogue in Education and the strengthening of the European Union’s policy regime in education and employment. Journal of Education and Work, 36, pp. 542-562. (doi: 10.1080/13639080.2023.2275767)

Mulvey, B. (2023) The dawn of an era?: Globally mobile African students and China. Springer

Boeren, E., Lido, C. (2023) Capturing lifelong learning data through international surveys and novel innovative methods. Firenze University Press

Kalenda, J., Kočvarováa, I., Boeren, E. (2023) Impact of COVID‐19 on participation and barriers in nonformal adult education in the Czech Republic. European Journal of Education, 58, pp. 681-698. (doi: 10.1111/ejed.12580)

Boeren, E. (2023) Investigating the relationship between research income and research excellence in education: evidence from REF2021-UoA23 data. British Educational Research Journal, 49, pp. 1312-1337. (doi: 10.1002/berj.3899)

Nesterova, Y., Amy Kim, E.-J. (2023) Key dimensions of local peacebuilding.

Dagar, P. (2023) Subaltern perspectives in adult education. Brill

Constantinides, M. (2023) Successful school leadership in New Zealand: a scoping review. Education Sciences, 13, (doi: 10.3390/educsci13121189)

Black, E., McQuade, M. (2023) Learning While Leading: Exploring Tensions in Practitioner/Student Identities.

Harvie, J. (2023) Developing Understandings of School Leadership in Globally Challenging Times Through Life History Narratives.

Thomas, M. A.M., Serenje, J., Mwaka Chipindi, F. (2023) (Re)considering and teaching sociologies in Zambian teacher education: Seeking Mbuyi, Mulenga, and Munkombwe. British Journal of Sociology of Education, 44, pp. 1199-1215. (doi: 10.1080/01425692.2023.2256987)

Graf, L., Marques, M., Sørensen, T. B., Dumay, X. (2023) The emergence of European boundary-spanning policy regimes: analysing intersectoral policy coordination in education and employment. Journal of Education and Work, 36, pp. 511-523. (doi: 10.1080/13639080.2023.2275778)

Harvie, J., Mitchell, A. (2023) The evolving role of the headteacher. Teaching Scotland, 98,

Tonner, P., Odena, O., Dickson, J., Jaap, A., Pincock, D., Potter, R. (2023) Wayfarers: confronting the past through traditional music in schools. International Journal of Music Education, (doi: 10.1177/02557614231205307)

Forde, C., Harvie, J., Torrance, D., Mitchell, A., Kerrigan, K. (2023) Career-long professional learning in Scotland. Routledge

Reilly, C., Scandurra, R., Rescue, E., Hermannsson, K., Gayton, A. (2023) Language and employment in Ghana: capturing the multilingual reality. Journal of Multilingual and Multicultural Development, 44, pp. 807-826. (doi: 10.1080/01434632.2023.2195853)

Athar Shah, M., Campbell, C. (2023) A state-of-the-art review of Canadian literature on teacher professional learning and leadership (2010-2020) International Journal of Leadership in Education, (doi: 10.1080/13603124.2023.2254732)

Black, E., McQuade, M., Orr, C. (2023) Awakening Practitioner Curiosity: Narrative Accounts of Postgraduate Learning.

Costa, C., Bhatia, P., Murphy, M., Pereira, A. L. (2023) Digital education colonized by design: curriculum reimagined. Education Sciences, 13, (doi: 10.3390/educsci13090895)

Dagar, P. (2023) Rethinking skills development and entrepreneurship for refugees: The case of five refugee communities in India. International Journal of Educational Development, 101, (doi: 10.1016/j.ijedudev.2023.102834)

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)

Torrance, D., Forde, C., Harvie, J., Mitchell, A., King, F., McGowan, J., Travers, J., Mahfouz, J., Arlestig, H., Mifsud, D., Flood, L., Angelle, P., Chisolm, L. (2023) Conducting comparative analyses of social justice leadership: creating an international research team from diverse country, policy and education system contexts. Equity in Education and Society, (doi: 10.1177/27526461231194788)

Kerrigan, K., Horsburgh, J. (2023) The Dynamics and Dilemmas of Ethical Leadership.

McQuade, M., Black, E. (2023) This Is Me: Narrative Accounts of Postgraduate Learning Journeys.

Black, E., Horsburgh, J. (2023) Creating learning environments. SAGE Publications Ltd

Black, E. (2023) Playful pedagogy. SAGE Publications Ltd

Thomas, M. A. M., Xu, R.-H. (2023) The emergence and policy (mis)alignment of Teach For Taiwan. Journal of Education Policy, 38, pp. 686-709. (doi: 10.1080/02680939.2022.2095036)

Salinas-Maceda, V., Odena, O. (2023) Music for social cohesion in Bolivia: A literature review and two case studies.

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)

Vanderhoven, E., Fontdevila, C., Valiente, O. (2023) Egresados de Dual como Orientadores de Carrera: Un Toolkit para Utilizar el Codiseño y la Voz de los Jóvenes para Mejorar la Orientación Profesional en la Educación Dual.

Vallely, M., Findlay, J., Hermannsson, K. (2023) Is the social origin pay gap bigger than we thought? Identifying and acknowledging workers with undefined social origins in survey data.

Lee, J. T. (2023) Romanticizing decolonization and Asian epistemology: Reflections on identity and space. Asia Pacific Education Review, 24, pp. 187-197. (doi: 10.1007/s12564-023-09835-3)

Read, B. (2023) The university as heterotopia? Space, time and precarity in the academy. Access: Critical Explorations of Equity in Higher Education, 11, pp. 1-11.

Mulvey, B., Morris, A., Ashton, L. (2023) Differentiated experiences of financial precarity and lived precariousness among international students in Australia. Higher Education, (doi: 10.1007/s10734-023-01033-9)

Odena, O. (2023) Developing higher music education students’ creativity. University of Music and Theatre Munich

Yorke, L., Kim, J. H., Hailu, B. H., Berhie, C. E. (2023) Navigating uncertainty: The role of north-south research partnerships in Ethiopia’s education response to COVID-19.

Nesterova, Y. (2023) Towards social justice and inclusion in education systems. Edward Elgar Publishing

Constantinides, M. (2023) Making sense of complex relationships in the workplace: principals in action. Cambridge Journal of Education, (doi: 10.1080/0305764X.2023.2191930)

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

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

Chan, S. S. W., Thomas, M. A.M., Mockler, N. (2023) Amplifying organisational discourses to the public: media narratives of Teach for Australia, 2008-2020. British Educational Research Journal, 49, pp. 231-247. (doi: 10.1002/berj.3840)

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

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

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

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

Boeren, E. (2023) Conceptualizing lifelong learning participation: theoretical perspectives and integrated approaches. wbv Publikation

Mulvey, B., Li, B. (2023) Social inequality in a ‘hyper-mobile’ society: intra-national mobilities and formal education in China. Journal of Ethnic and Migration Studies, (doi: 10.1080/1369183X.2023.2193673)

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

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

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

Thomas, M. A.M., Boivin, K. N. (2023) Teaching and teacher education: an overview of sociological perspectives. Bloomsbury Academic

Nesterova, Y. (2023) Colonial legacies and the barriers to educational justice for Indigenous peoples in Taiwan. Comparative Education, (doi: 10.1080/03050068.2023.2185355)

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

Hermannsson, K., Chiziwa, S., Odena, O., Nyamulani, O., Mkonkholo Kamanga, J., Read, B., Schweisfurth, M. (2023) The Long-term Impact of School Performance Review (SPR) in Engaged Schools and Residual Impact in Past Schools in Malawi.

Stoilova, R., Boeren, E., Ilieva-Tichkova, P. (2023) Gender gaps in participation in adult education in Europe: examining factors and barriers. Palgrave Macmillan

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

Boeren, E., Cabus, S., Mackie, A. (2023) Participation in adult learning: system characteristics and individuals’ experiences. Palgrave Macmillan

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

Couch, D., Nesterova, Y., Nguyen, H. (2023) Examining non-Indigenous teacher perceptions of Indigenous students in Taiwan through a Strategic Relational Approach. Asia Pacific Education Review, (doi: 10.1007/s12564-023-09830-8)

Lee, J. T. (2023) Asian higher education as soft power? Oxford University Press

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

Ho, L., Dimmock, C. (2023) Changing teachers' beliefs and practices towards learner-centred education: experiences and lessons from Vietnam's education system reforms. Practice, (doi: 10.1080/25783858.2023.2177191)

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

Conroy, J. C. (2023) Paul Hirst as a liminal figure and modernising moralist. Journal of Philosophy of Education, 57, pp. 353-368. (doi: 10.1093/jopedu/qhad006)

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

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)

Schweisfurth, M. (2023) Disaster didacticism: pedagogical interventions and the 'learning crisis' International Journal of Educational Development, 96, (doi: 10.1016/j.ijedudev.2022.102707)

Jones, M., Azorín, C., Chapman, C., Harris, A. (2023) Leading professional networks: different perspectives. School Leadership and Management, 43, pp. 1-7. (doi: 10.1080/13632434.2023.2175564)

(2023) Music and Social Inclusion: International Research and Practice in Complex Settings. (doi: 10.4324/9781003188667)

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

Odena, O. (2023) A model for developing music and music education activities for social cohesion in complex settings. Routledge

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

Scharf, J., Odena, O. (2023) Does the 21st century music curriculum enable Northern Ireland’s children sing each other’s songs? Routledge

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Boeren, E. (2019) Quantitative research in research on the education and learning of adults. Springer

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

Zancajo, A., Valiente, O. (2019) Evolución de las políticas de ETP en Chile: entre el capital humano y el derecho a la educación. Ediciones Universidad Alberto Hurtado

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

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

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

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Murphy, M. (2018) Ever greater scrutiny: researching the bureaucracy of educational accountability. Bloomsbury Press

Harvie, J. (2018) Interdisciplinary Learning - A Unicorn of Scottish Education?

Hermannsson, K. (2018) Returns to Education and Social Class: Cross Sectional Evidence for Vocational and Academic Qualifications.

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

Karyotis, G., Colburn, B., Doyle, L., Hermannsson, K., Mulvey, G., Skleparis, D. (2018) Building a New Life in Britain: The Skills, Experiences and Aspirations of Young Syrian Refugees.

Robertson, S. L., Sorensen, T. (2018) Global transformations of the state, governance and teachers’ labour: Putting Bernstein’s conceptual grammar to work. European Educational Research Journal, 17, pp. 470-488. (doi: 10.1177/1474904117724573)

O'Donnell, P., Murphy, M. (2018) Scottish further education. Edinburgh University Press

Gale, T., Parker, S. (2018) The future of (Scottish) education: an international perspective. Edinburgh University Press

Rodríguez-Sánchez, A., Odena, O., Cabedo-Mas, A. (2018) Using life histories with sound postcards to investigate a music programme for social reconstruction in Colombia. British Journal of Music Education, 35, pp. 177-190. (doi: 10.1017/S0265051717000298)

Parker, S. (2018) Student Tuition Fees in Australian Higher Education: Thinking Sociologically and Historically.

Crawford-Garrett, K., Thomas, M. A. M. (2018) Teacher education and the global impact of Teach For All. Oxford University Press

Odena, O., Spruce, G. (2018) Chapter 14. Commentary: music learning and teaching during adolescence: ages 12-18. Oxford University Press

Odena, O. (2018) Chapter 19. Creativity in the secondary music classroom. Oxford University Press

Odena, O., Spruce, G. (2018) Part 3. Music learning and teaching during adolescence: ages 12-18. Oxford University Press

Boeren, E. (2018) Cross-sectional and longitudinal surveys. Bloomsbury Academic

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

Boeren, E. (2018) Foreward. IGI Global

Boeren, E. (2018) International and comparative research design. Bloomsbury Academic

Gale, T., Parker, S. (2018) Student aspiration and transition as capabilities for navigating education systems. Routledge

Thomas, M. A. M. (2018) “Good intentions can only get you so far”: critical reflections from Teach For America corps members placed in special education. Education and Urban Society, 50, pp. 435-460. (doi: 10.1177/0013124517713604)

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

Gale, T., Parker, S. (2018) Student tuition fees in Australian higher education: a litany of public issues and private troubles. Emerald

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

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

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

Schweisfurth, M., Davies, L., Pe Symaco, L., Valiente, O. (2018) Higher education, bridging capital, and developmental leadership in the Philippines: Learning to be a crossover reformer. International Journal of Educational Development, 59, pp. 1-8. (doi: 10.1016/j.ijedudev.2017.09.001)

Odena, O. (2018) Musical Creativity Revisited: Educational Foundations, Practices and Research. Routledge

Thomas, M. A. M. (2018) Research capacity and dissemination among academics in Tanzania: examining knowledge production and the perceived binary of ‘local’ and ‘international’ journals. Compare: A Journal of Comparative and International Education, 48, pp. 281-298. (doi: 10.1080/03057925.2017.1318046)

Ainscow, M., Messiou, K. (2018) Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 19, pp. 1-17. (doi: 10.1007/s10833-017-9312-1)

López-Fogués, A., Rosado, R., Valiente, O., Fuentes, H., Aragón, E. (2018) Pilot Evaluation of the Mexican Model of Dual TVET in the State of Mexico.

Boeren, E. (2018) The methodological underdog: a review of quantitative research in the key adult education journals. Adult Education Quarterly, 68, pp. 63-79. (doi: 10.1177/0741713617739347)

Thomas, M. A.M. (2018) ‘Policy embodiment’: alternative certification and Teach For America teachers in traditional public schools. Teaching and Teacher Education, 70, pp. 186-195. (doi: 10.1016/j.tate.2017.11.011)

Capsada-Munsech, Q. (2018) WP7 Regional/local Case Studies.

Crowther, J., Boeren, E., Mackie, A. (2018) Yes or No? Older people, politics and the Scottish Referendum in 2014. Research on Ageing and Social Policy, 6, pp. 1-25. (doi: 10.17583/rasp.2018.3095)

Scandurra, R., Cefalo, R., Hermannsson, K., Kazepov, Y. (2018) Cross-national and Cross-regional Report Quantitative Analysis.

Whittaker, S., Boeren, E. (2018) CREID Briefing 38: An overview of provision in Scotland in seven types of education for adults.

Murphy, M., Skillen, P. (2018) Exposure to the law: accountability and its impact on street level bureaucracy. Social Policy and Society, 17, pp. 35-46. (doi: 10.1017/S1474746416000506)

Thomas, M., Yehle, A. (2018) A framework for enacting the metapedagogy method in teacher education: what, why, where, when, and how? Information Age Publishing

Boeren, E., Whittaker, S. (2018) A typology of education and training provisions for low educated adults: categories and definitions. Studies in the Education of Adults, 50, pp. 4-18. (doi: 10.1080/02660830.2018.1520017)

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Wolhuter, C. C., Thomas, M., Mashau, T. S., Steyn, H. J. (2018) Comparative and international education: a tool for powerful global impact available to South African scholars. AOSIS

France, J., Odena, O., Spence, C., Emeke, A., Erskine, C., Hadgu, G., Ahmed, H., Akhter, S., Diep, M., Kandil, B. (2018) Evaluation of Connecting Classrooms in Nigeria, Ethiopia, Bangladesh and Lebanon. Wave 2.

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

Costa, C., Murphy, M., Pereira, A. L., Taylor, Y. (2018) Higher education students’ experiences of digital learning and (dis)empowerment. Australasian Journal of Educational Technology, 34, pp. 140-152. (doi: 10.14742/ajet.3979)

France, J., Odena, O., Spence, C. (2018) Impact Evaluation of Connecting Classrooms Programme. Nigeria.

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Odena, O. (2018) Multicultural dialogues in post-conflict music education settings. Palgrave Macmillan

Conroy, J. (2018) Nested identity and religious education: some methodological considerations. Waxmann Verlag

EGHE Network, (2018) Policy Briefi 2: Participating and Succeeding in STEM subjects: a focus on Gender Dynamics. Initial Findings of the EGHE Network for Uganda, Kenya, Rwanda, The Gambia and the UK.

EGHE Network, (2018) Policy Briefing 1: Gendered Patterns of HE Participation and Success: Initial Findings of the EGHE Network for Uganda, Kenya, Rwanda, The Gambia and the UK.

Kuzhabekova, A., Lee, J. (2018) Relocation decision of International Faculty in Kazakhstan. Journal of Studies in International Education, 22, pp. 414-433. (doi: 10.1177/1028315318773147)

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Murphy, M. (2018) School governance: policy, politics and practices. Journal of Education Policy, 33, pp. 862-863. (doi: 10.1080/02680939.2018.1449725)

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Spiel, C., Schwartzman, S., Busemeyer, M., Cloete, N., Drori, G., Lassnigg, L., Schober, B., Schweisfurth, M., Verma, S. (2018) The contribution of education to social progress. Cambridge University Press

Murphy, M. (2018) The legacy of postmodernism in educational theory. Educational Philosophy and Theory, 50, pp. 1332-1333. (doi: 10.1080/00131857.2018.1462510)

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

Salokangas, M., Ainscow, M. (2017) Inside the Autonomous School: Making Sense of a Global Educational Trend. Routledge

Harvie, J. (2017) Interdisciplinary Learning.

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

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Capsada-Munsech, Q. (2017) Overeducation: concept, theories, and empirical evidence. Sociology Compass, 11, (doi: 10.1111/soc4.12518)

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

Capsada-Munsech, Q., Valiente, O. (2017) WP6 Comparative Analysis Skills Supply and Demand.

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

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

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

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

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Holloway, J., Sorensen, T., Verger, A. (2017) Global perspectives on high-stakes teacher accountability policies: an introduction. Education Policy Analysis Archives, 25, (doi: 10.14507/epaa.25.3325)

Odena, O. (2017) Las visiones de profesionales sobre proyectos intercomunitarios de educación musical en Irlanda del Norte. Revista da ABEM, 25, pp. 39-60.

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

Hermannsson, K. (2017) The education sector in Scotland. Routledge

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

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

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

Gale, T., Parker, S. (2017) The prevailing logic of teacher education: privileging the practical in Australia, England and Scotland. Springer

Lefebvre, E. E., Thomas, M. A. M. (2017) ‘Shit shows’ or ‘like-minded schools’: charter schools and the neoliberal logic of Teach For America. Journal of Education Policy, 32, pp. 357-371. (doi: 10.1080/02680939.2017.1280184)

Odena, O. (2017) Software for qualitative analysis [Virtual Special Issue on Software for Qualitative Analysis, Editorial] International Journal of Social Research Methodology, pp. 1.

Murphy, M. (2017) Subjectivation. Bloomsbury

Thomas, M. A. M. (2017) Teaching Comparative Education: Trends and Issues Informing Practice edited by Patricia K.Kubow and Allison H. Blosser. Oxford: Symposium Books Ltd., 2016. 212 pp.$72.00. ISBN 978-1-873927-82-3. Comparative Education Review, 61, pp. 217-220. (doi: 10.1086/690060)

Thomas, M. A. M., Salema, V. (2017) Learning about teaching: a collaborative research exploration of learner-centered pedagogy in Tanzania. Routledge

Gale, T., Parker, S. (2017) Retaining students in Australian higher education: cultural capital and field distinction. European Educational Research Journal, 16, pp. 80-96. (doi: 10.1177/1474904116678004)

Hodge, S., Parker, S. (2017) Accounting for practice in an age of theory: Charles Taylor’s theory of social imaginaries. Routledge

Conroy, J. (2017) El Brexit y alteridad: una modesta relexón asistemática. Dykinson

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

Thomas, M. A. M., McCormick, A. (2017) Exploring equity gaps in education: toward unity, not uniformity. International Education Journal: Comparative Perspectives, 16, pp. 1-4.

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

Hermannsson, K. (2017) Higher Education Systems and Institutions, Iceland. Springer

Webb, S., Bathmaker, A.-M., Gale, T., Hodge, S., Parker, S., Rawolle, S. (2017) Higher vocational education and social mobility: educational participation in Australia and England. Journal of Vocational Education and Training, 69, pp. 147-167. (doi: 10.1080/13636820.2016.1269359)

Odena, O., Burgess, H. (2017) How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach. Studies in Higher Education, 42, pp. 572-590. (doi: 10.1080/03075079.2015.1063598)

Hermannsson, K., Lecca, P., Swales, J. K. (2017) How much does a single graduation cohort from further education colleges contribute to an open regional economy? Spatial Economic Analysis, 12, pp. 429-451. (doi: 10.1080/17421772.2017.1316417)

France, J., Schweisfurth, M., Bishop, B., Odena, O., Spence, C., Emeke, A., Erskine, C., Hadgu, G., Ahmed, H., Akhter, S., Diep, M., Kandil, B. (2017) Impact Evaluation of Connecting Classrooms Programme. Interim Report to British Council.

Mills, C., Molla, T., Gale, T., Cross, R., Parker, S., Smith, C. (2017) Metaphor as a methodological tool: identifying teachers’ social justice dispositions across diverse secondary school settings. British Journal of Sociology of Education, 38, pp. 856-871. (doi: 10.1080/01425692.2016.1182009)

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

(2017) Policy and Inequality in Education. 1, (doi: 10.1007/978-981-10-4039-9)

van Leeuwen, E., Clarke, G., Hermannsson, K., Swales, K. (2017) Potentials and prospects for micro-macro modelling in regional science. Springer

Boeren, E. (2017) Researching lifelong learning participation through an interdisciplinary lens. International Journal of Research and Method in Education, 40, pp. 299-310. (doi: 10.1080/1743727X.2017.1287893)

Shah, R., McCormick, A., Thomas, M. A. M. (2017) Shifting tides: reflecting on regional aspects of our roles as comparative and international educators. International Education Journal: Comparative Perspectives, 16, pp. 49-68.

Boeren, E., James, N. (2017) Special Issue: advancing theory and research in widening participation. Studies in Continuing Education, 39, pp. 117-119. (doi: 10.1080/0158037X.2017.1318540)

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Gale, T., Molla, T., Parker, S. (2017) The illusion of meritocracy and the audacity of elitism: expanding the evaluative space in education. Springer Singapore

Boeren, E. (2017) Understanding adult lifelong learning participation as a layered problem. Studies in Continuing Education, 39, pp. 161-175. (doi: 10.1080/0158037X.2017.1310096)

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

Valiente, O., Scandurra, R. (2016) Challenges to the implementation of dual apprenticenships in OECD countries: A literature review. Springer International Publishing

Lowden, K., Valiente, O., Capsada-Munsech, Q. (2016) WP3 Policy Mapping, Review and Analysis.

Murphy, M. (2016) Introduction: putting Habermas to work in social research. Routledge

(2016) Habermas and Social Research: Between Theory and Method.

Ainscow, M. (2016) Schools Challenge Cymru: A catalyst for change? Cylchgrawn Addysg Cymru = Wales Journal of Education, 18, pp. 6-22. (doi: 10.16922/wje.18.2.3)

Ainscow, M. (2016) Diversity and equity: A global education challenge. New Zealand Journal of Educational Studies, 51, pp. 143-155. (doi: 10.1007/s40841-016-0056-x)

Gale, T., Parker, S. (2016) Coming to Terms with Aspiration for Higher Education.

Schweisfurth, M., Davies, L., Pe Symaco, L., Valiente, O., Robles, C. (2016) Developmental Leadership in the Philippines: Educational Experiences, Institutions and Networks. Research paper: 39.

Gale, T., Parker, S. (2016) Conceiving of aspiration for higher education and the terms of recognition.

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.

Boeren, E. (2016) The blended learning environment in higher education: the tutor and student perspective. IGI Global Editions

Murphy, M. (2016) Rethinking practice, research and education: a philosophical enquiry. By K. Flint. British Journal of Educational Studies, 64, pp. 395-397. (doi: 10.1080/00071005.2016.1210307)

Boeren, E. (2016) Lifelong Learning Participation as an Interdisciplinary Theory.

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Ainscow, M., Dyson, A., Hopwood, L., Thomson, S. (2016) Primary Schools Responding to Diversity: Barriers and Possibilities.

Boeren, E., Holford, J. (2016) Vocationalism varies (a lot): a 12-country multivariate analysis of participation in formal adult learning. Adult Education Quarterly, 66, pp. 120-142. (doi: 10.1177/0741713615624207)

Ainscow, M. (2016) Collaboration as a strategy for promoting equity in education: possibilities and barriers. Journal of Professional Capital and Community, 1, pp. 159-172. (doi: 10.1108/JPCC-12-2015-0013)

Hermannsson, K., Lecca, P. (2016) Human capital in economic development: from labour productivity to macroeconomic impact. Economic Papers, 35, pp. 24-36. (doi: 10.1111/1759-3441.12126)

Costa, C., Murphy, M. (2016) Digital scholarship: Recognizing new practices in academia. Springer

Murphy, M. (2016) Universities and the politics of autonomy. Springer

Hermannsson, K. (2016) Economic impact of education: evidence and relevance. Sage

Deppeler, J., Ainscow, M. (2016) Using inquiry-based approaches for equitable school improvement. School Effectiveness and School Improvement, 27, pp. 1-6. (doi: 10.1080/09243453.2015.1026671)

Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., Sandoval, M., Simon, C., Vitorino, T. (2016) Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27, pp. 45-61. (doi: 10.1080/09243453.2014.966726)

Dimmock, C., Chapman, C., Schweisfurth, M., Donaldson, G., Long, L. K., Cuong, T. Q., Bich, N. T. N., Hai, P. T. T., Trang, B. M., Hung, L. T., Phong, T. C., Thai, L. V., Huong, P. D. H., Loan, D. T. B., Lan, D. D., Tung, N. B. (2016) Capacity building through professional development and collaborative research to enable educational reform implementation in Vietnam. Phase 1 Report of Research Project to University of Glasgow and British Council, Vietnam.

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Reynolds, D., Chapman, C., Muijs, D., Sammons, P., Teddlie, C. (2016) Conclusions: the future of EER and some suggestions and speculations. Routledge

Reynolds, D., Chapman, C., Kelly, A. (2016) Educational effectiveness and improvement research and educational policy: The rise of performance based reforms. Routledge

Chapman, C., Reynolds, D., Muijs, D., Sammons, P., Teddlie, C., Clarke, P. (2016) Educational effectiveness and improvement: research and practice (EEI): the emergence of the discipline. Routledge

Reynolds, D., Teddlie, C., Chapman, C. (2016) Effective school processes. Routledge

Odena, O., Summers, M., Jaap, A., Rodriguez, A. (2016) Exploring the potential of music education for integrating newly arrived children in Scottish schools.

Read, B. (2016) Gender and higher education. Springer

Salokanagas, M., Chapman, C., Beach, D. (2016) Independent state-funded schools and system change: addressing educational equity? Tufnell Press

Costa, C., Murphy, M. (2016) Introduction: Theorising digital scholarship. Journal of Applied Social Theory, 1, pp. 1-4.

Chapman, C. (2016) Leading autonomous schools: academies, leadership and the self improving school system in England. Routledge

Boeren, E. (2016) Lifelong Learning Participation in a Changing Policy Context. Palgrave Macmillan

Odena, O., Summers, M., Jaap, A., Rodriguez, A. (2016) Music for Integration Research Briefing (Poster)

Odena, O., Summers, M., Jaap, A., Rodriguez, A. (2016) Music for Integration Research Briefing: Exploring the Potential of Music Education for Integrating Newly Arrived Children in Schools.

Chapman, C. (2016) Networking for educational equity: rethinking improvement within, between and beyond schools. Sage

Nesterova, Y. (2016) Principles for developing a culturally responsive and inclusive classroom. University of Hong Kong

Chapman, C., Chestnutt, H., Friel, N., Hall, S., Lowden, K. (2016) Professional capital and collaborative inquiry networks for educational equity and improvement? Journal of Professional Capital and Community, 1, pp. 178-197. (doi: 10.1108/JPCC-03-2016-0007)

Hadfield, M., Chapman, C. (2016) Qualitative methods in educational improvement and effectiveness. Routledge

Dimmock, C., Tan, C. Y. (2016) Re-conceptualising learning-centred (instructional) leadership: an obsolete concept in need of renovation. Leading and Managing, 22, pp. 1-17.

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

Conroy, J. C. (2016) Religiöse Bildung und religiöse Literacy – eine professionelle Aspiration? Zeitschrift für Pädagogik und Theologie, 68, (doi: 10.1515/zpt-2016-0020)

Gu, Q., Schweisfurth, M. (2016) Studying abroad and coming home: the experiences of Chinese students and returnees. Edward Elgar

Dimmock, C. (2016) System leadership for school improvement: A developing concept and set of practices. Scottish Educational Review, 48, pp. 60-79.

(2016) The Routledge International Handbook of Educational Effectiveness and Improvement: Research, Policy, and Practice.

Bhagavatheeswaran, L., Nair, S., Stone, H., Isac, S., Hiremath, T., T., R., Vadde, K., Doddamane, M., Srikantamurthy, H.S., Heise, L., Watts, C., Schweisfurth, M., Bhattacharjee, P., Beattie, T. S. (2016) The barriers and enablers to education among scheduled caste and scheduled tribe adolescent girls in northern Karnataka, South India: A qualitative study. International Journal of Educational Development, 49, pp. 262-270. (doi: 10.1016/j.ijedudev.2016.04.004)

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

Odena, O. (2016) Towards a useful paradigm for teacher-research.

Nesterova, Y., Jackson, L. (2016) Transforming service learning for global citizenship education: moving from affective-moral to social-political. Revista Española de Educación Comparada, 2016, pp. 73-90. (doi: 10.5944/reec.28.2016.17074)

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Gu, Q., Schweisfurth, M. (2015) Transnational connections, competences and identities: experiences of Chinese international students after their return 'home' British Educational Research Journal, 41, pp. 947-970. (doi: 10.1002/berj.3175)

Lowden, K., Hall, S., Friel, N. (2015) Evaluation of the SSERC Primary Cluster Programme in Science and Technology: Final Report.

Hargreaves, A., Ainscow, M. (2015) The top and bottom of leadership and change. Phi Delta Kappan, 97, pp. 42-48. (doi: 10.1177/0031721715614828)

Odena, O. (2015) La investigación en educación musical dentro de las ciencias sociales. Reflexiones desde el Reino Unido. Revista Electrónica Complutense de Investigación en Educación Musical, 12, pp. 1-10. (doi: 10.5209/rev_RECIEM.2015.v12.49141)

Boeren, E., Lokhtina-Antoniou, I., Sakurai, Y., Herman, C., McAlpine, L. (2015) Mentoring: a review of early career researcher studies. Frontline Learning Research, 3, pp. 68-80. (doi: 10.14786/flr.v3i3.186)

Messiou, K., Ainscow, M. (2015) Responding to learner diversity: Student views as a catalyst for powerful teacher development? Teaching and Teacher Education, 51, pp. 246-255. (doi: 10.1016/j.tate.2015.07.002)

Hermannsson, K., Lisenkova, K., McGregor, P., Swales, J. K. (2015) The expenditure impacts of London's Higher Education Institutions: the role of diverse income sources. Studies in Higher Education, 40, pp. 1641-1659. (doi: 10.1080/03075079.2014.899338)

Costa, C., Murphy, M. (2015) Method as theory: (re)exploring the intellectual context of education research. Routledge

Ainscow, M. (2015) Struggles for Equity in Education: The Selected Works of Mel Ainscow. Routledge

Chapman, C., Hall, S., Hayward, L., Livingston, K., Lowden, K., McKinney, S., Watters, N. (2015) Knowledge into Action in Education: Research and Development Project. Final Report.

Schweisfurth, M. (2015) Make learning, not war. Compare: A Journal of Comparative and International Education, 45, pp. 644-647. (doi: 10.1080/03057925.2015.1045748)

Boeren, E. (2015) Non-Participants With and Without Learning Intentions: How do they Differ?

Hall, S., Lowden, K., Wardle, G., Watters, N., Hermannsson, K., Friel, N., Hermannsson, K., Renfrewshire Council, , Macmillan-Currie, J. (2015) Renfrewshire Families First Evaluation.

Capsada-Munsech, Q. (2015) The role of social origin and field of study on graduates’ overeducation: the case of Italy. Higher Education, 69, pp. 779-807. (doi: 10.1007/s10734-014-9805-2)

Conroy, J.C., Lundie, D., Davis, R.A., Baumfield, V., Barnes, L.P., Gallagher, T., Lowden, K., Bourque, N., Wenell, K. (2015) Does Religious Education Work? A Multi-dimensional Investigation [New Paperback Edition with Corrections] Bloomsbury

Ainscow, M. (2015) Towards Self-improving School Systems: Lessons from a City Challenge. Routledge

Gale, T., Parker, S. (2015) To aspire: a systematic reflection on understanding aspirations in higher education. Australian Educational Researcher, 42, pp. 139-153. (doi: 10.1007/s13384-014-0165-9)

(2015) Fifty Years of Comparative Education.

Ehrich, L., Harris, J., Klenowski, V., Smeed, J., Ainscow, M. (2015) Ethical leadership in a time of increasing accountability. Leading and Managing, 21, pp. 22-35.

Chapman, C. (2015) From one school to many: reflections on the impact and nature of school federations and chains in England. Educational Management Administration and Leadership, 43, pp. 46-60. (doi: 10.1177/1741143213494883)

Schweisfurth, M. (2015) Learner-centred pedagogy: towards a post-2015 agenda for teaching and learning. International Journal of Educational Development, 40, pp. 259-266. (doi: 10.1016/j.ijedudev.2014.10.011)

Barrett, A., Sayed, Y., Schweisfurth, M., Tikly, L. (2015) Learning, pedagogy and the post-2015 education and development agenda. International Journal of Educational Development, 40, pp. 231-236. (doi: 10.1016/j.ijedudev.2014.11.003)

McMahon, M., Boland, M., Finn, A., Chapman, C. (2015) Small system, Big Ideas. Is it Working? Scotland Spotlight Session at 2015 International Congress for School Effectiveness and Improvement (ICSEI) Conference.

Forde, C., Lowden, K. (2015) Aspirations to headship?: The views of experienced deputy headteachers in Scotland. Contemporary Education Leadership, 2, pp. 31-49.

Murphy, M., Costa, C. (2015) Bourdieu and education research. Routledge

Costa, C., Murphy, M. (2015) Bourdieu and the application of habitus across the social sciences. Palgrave Macmillan

(2015) Bourdieu, Habitus and Social Research: The Art of Application.

Gale, T., Parker, S. (2015) Calculating student aspiration: Bourdieu, spatiality and the politics of recognition. Cambridge Journal of Education, 45, pp. 81-96. (doi: 10.1080/0305764X.2014.988685)

Schweisfurth, M., Davies, L., Pe Symaco, L., Valiente, O., Robles, C. (2015) Case Study of Developmental Leadership in Educational Experiences, Institutions and Networks.

Chapman, C., Muijs, D. (2015) Collaborative turnaround for schools in difficulty. Elsevier Ltd

Barg, K., Conroy, J. (2015) Does Character Education Work? - A study of a pedagogical intervention in Scottish secondary schools.

Costa, C., Murphy, M. (2015) Doxa, digital scholarship and the academy. Routledge

Smith, A., Marks, C., Valiente, O. (2015) Education Sector Management and Governance, Inequity, Conflict and Peacebuilding in Kenya.

Novelli, M., Doust, G., Selby, J., Valiente, O., Scandurra, R., Kuol, L., Salter, E. (2015) Education Sector Management and Governance, Inequity, Conflict and Peacebuilding in South Sudan.

Gauld, N., Odena, O., Beck, A., Green, J., Huxtable, R., Leigh, R. J. (2015) Education as if Research Mattered.

Capsada, Q., Valiente, O., Calero, J., Choi, A., Miret, P., Scandurra, R. (2015) Els reptes en materia de competencies de la poblacio adulta: Una comparativa internacional a partir de les dades PIAAC.

Hermannsson, K., Swales, K. (2015) Financial viability of energy from marine biomass: re-examination of the evidence. International Journal of Ambient Energy, 36, pp. 253-261. (doi: 10.1080/01430750.2013.864582)

Valiente, O., Zancajo, A., Tarrino, A. (2015) La formació professional i l’ocupació a Catalunya: Una ullada als indicadors des d’una perspectiva comparada.

Leitch, R. M., Conroy, J. C. (2015) Masks as methodology and the phenomenological turn: issues of interpretation. Springer

Conroy, J. C., Davis, R. A., Enslin, P. (2015) Philosophy as a basis for policy and practice: what confidence can we have in philosophical analysis and argument? Routledge

Chapman, A.L., Hadfield, M., Chapman, C.J. (2015) Qualitative research in healthcare: an introduction to grounded theory using thematic analysis. Journal of the Royal College of Physicians of Edinburgh, 45, pp. 201-205. (doi: 10.4997/JRCPE.2015.305)

Conroy, J. (2015) Religious illiteracy in school Religious Education. Policy Press

Gale, T., Parker, S., Molla, T., Findlay, K., Sealey, T. (2015) Student Preferences for Bachelor Degrees at TAFE: The Socio-Spatial Influence of Schools.

Murphy, M., France, A., Costa, C., Burke, C. (2015) Symposium, the application of habitus in the social sciences.

McLean Davies, L., Dickson, B., Rickards, F., Dinham, S., Conroy, J., Davis, R. (2015) Teaching as a clinical profession: translational practices in initial teacher education – an international perspective. Journal of Education for Teaching, 41, pp. 514-528. (doi: 10.1080/02607476.2015.1105537)

Chapman, C., Lowden, K., Chestnutt, H., Hall, S., McKinney, S., Hulme, M., Friel, N. (2015) The School Improvement Partnership Programme: Using Collaboration and Enquiry to tackle Educational Inequity.

McKinney, S. J., Conroy, J. C. (2015) The continued existence of state-funded Catholic schools in Scotland. Comparative Education, 51, pp. 105-117. (doi: 10.1080/03050068.2014.935579)

Murphy, M., Skillen, P. (2015) The politics of time on the frontline: street level bureaucracy, professional judgment, and public accountability. International Journal of Public Administration, 38, pp. 632-641. (doi: 10.1080/01900692.2014.952823)

(2015) Theory as Method in Research: On Bourdieu, Social Theory and Education.

Schweisfurth, M. (2015) Towards culturally-contextualised pedagogy in Africa. International Journal of Educational Development in Africa, 1,

Gu, Q., Schweisfurth, M. (2015) Transnational flows of students: in whose interest? For whose benefit? Routledge

Valiente, O., Scandurra, R., Zancajo, A., Brown, C. (2015) Un model de formació professional dual per a Catalunya? Reptes en el disseny i implementació de la reforma.

Lundie, D., Conroy, J. (2015) ‘Respect Study’ the treatment of religious difference and otherness: an ethnographic investigation in UK schools. Journal of Intercultural Studies, 36, pp. 274-290. (doi: 10.1080/07256868.2015.1029886)