School of Education

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

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

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

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.

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

Ingold, T., Gibb, R., Tonner, P., Malara, D. M. (2024) Conversations with Tim Ingold: Anthropology, Education and Life. Scottish Universities Press

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

Mariani, A. M., Rodolico, G., Breslin, M., Marsico, E. (2024) Internationalisation Experience on a Digital Platform and Its Impact on Self-efficacy: The Results on a Sample of Initial Teacher Education Students. Springer

Clarke, M., Kennedy, A. (2024) A psychosocial reading of teacher agency. Teachers and Teaching: Theory and Practice, (doi: 10.1080/13540602.2024.2401090)

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

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

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

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

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

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)

Proudfoot, K. (2024) Mētis: a framework for understanding tactics of resistance. Journal of Education Policy,

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

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

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

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

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

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

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

Wilson, S., Tonner, P., Brophy, K. (2024) Bringing archaeology into religious and moral education: a case study from Scotland. Journal of Archaeology and Education, 8,

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

Walker, N., Zhang, K. C. (2024) What are the non-academic impacts of private tutoring? Voices from A-level students in UK urban schools. Issues in Educational Research, 34, pp. 760-780.

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

Tonner, P., Cowie, A. (2024) Heidegger, Dwelling and Prehistoric Metaphysics.

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

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

Proudfoot, K., Boyd, P. (2024) The instrumental motivation of teachers: implications of high-stakes accountability for professional learning. British Journal of Educational Studies, 72, pp. 295-320. (doi: 10.1080/00071005.2023.2267657)

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

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

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

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

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

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

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

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

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

Zhang, K. C. (2024) Greater expectations: An appreciative inquiry into how UK home-educating families support their children’s learning. Education Sciences, 14, (doi: 10.3390/educsci14030235)

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

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

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

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

Tonner, P. (2024) Kenneth White, dwelling and nomadism: a geopoetic education for the twenty-first century. Journal of Scottish Thought, 13, pp. 57-69. (doi: 10.57132/jst.133)

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

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

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

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

Zhang, J., Backhouse, A., Zhang, K. C. (2024) Chinese male kindergarten teachers: factors affecting job satisfaction and organisational commitment. European Journal of Teaching and Education, 5, pp. 13-33. (doi: 10.33422/ejte.v5i4.1169)

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

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

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

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

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

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

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

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

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

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

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

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

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

Barratt Hacking, E., Bastos, E., Hogarth, H., Sands, B., Dunkley, R., Wenham, L., Saputra, A., Fernandez McCabe, O., Fletcher, A., Nashid, A. A., Anjani, A., Davies, B. (2023) Mosaicking childhoodnature relations: Situated encounters with country in times of climate change. Children's Geographies, (doi: 10.1080/14733285.2023.2285473)

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

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

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

Makara Fuller, K., Singh, S., Morrison-Love, D., Borquez-Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Patrick, F., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Building practical understandings of Curriculum for Wales.

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

Dunkley, R. (2023) Ecological kin-making in the multispecies muddle: an analytical framework for understanding embodied environmental citizen science experiences. Transactions of the Institute of British Geographers, 48, pp. 781-796. (doi: 10.1111/tran.12613)

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

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

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

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

Liebhaber, N., Ramjan, C., Frick, M., Mannion, G., Keller, L. (2023) Transformative climate change education and the school caretaker: a more-than-human analysis with young people. Environmental Education Research, (doi: 10.1080/13504622.2023.2286936)

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

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

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

Dunkley, R., Halstead, F., Gambell, S., Duncan, B. (2023) Open Aye / GALLANT Photo Project - exhibition of participant's work.

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)

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

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

Kennedy, B. L., Junker, R. (2023) The evolution of “loaded moments” toward escalation or de-escalation in student–teacher interactions. Review of Educational Research, (doi: 10.3102/00346543231202509)

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

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

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

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

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

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

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

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

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

McGuire, W., Nicol, D., Haywood, G. (2023) Student Perceptions of Self-Generated Feedback: “It Made the Course Make Sense”

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

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

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

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

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

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

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

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

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

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

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

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

Halstead, F., Dunkley, R., Gambell, S., Duncan, B. (2023) Exploring Past, Present and Future Urban Imaginaries in the Context of the Climate Emergency.

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

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

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

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

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

Proudfoot, K. (2023) Inductive/deductive hybrid thematic analysis in mixed methods research. Journal of Mixed Methods Research, 17, pp. 308-326. (doi: 10.1177/15586898221126816)

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

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

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

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

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

Jones, N. (2023) SmArts vs STEAM.

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

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

Sowula, T., Boland, M., Cader, I. (2023) How universities can achieve equitable, accountable and measurable change for sustainability. A Global Sustainable Development report.

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

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

Peart, M., Higgins, S., Gutiérrez-Esteban, P., Cubo Delgado, S. (2023) Digital and socio-civic skills development and young people’s perceptions of digital citizenship in the UK. Education, Citizenship and Social Justice, (doi: 10.1177/17461979231170232)

Boland, M., Dickson, B. (2023) Co-existing sites of teacher education: a university and school partnership in Glasgow. Springer

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

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

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

Dunkley, R. (2023) Is Discovering Unfamiliar Landscapes the Key to Effective Ecopedagogy?

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

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

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

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

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

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

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

McGuire, W., Nicol, D., Haywood, G. (2023) Student Perceptions of Self-Generated, Inner Feedback.

Dunkley, R. (2023) The gender sensitive parliament and community-led climate action.

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

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

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

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

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

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

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

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

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

McGuire, W., Nicol, D., Haywood, G. (2023) Student Perceptions of Self-generated Feedback.

Dunkley, R. (2023) Glasgow as a Living Lab Accelerating Novel Transformation.

McGuire, W. (2023) Enhancing Agentic Student Feedback Workshop.

McGuire, W. (2023) Enhancing Agentic Feedback for Students: Presentation and Roundtable Discussion.

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.

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

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

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

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

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

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

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

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

Tonner, P., Delafield-Butt, J. (2023) Fairy tales as anticipatory narratives. Angelaki: Journal of Theoretical Humanities,

Ramos Linares, J., Valdera-Gil, F. (2023) Formación inicial del profesorado de idiomas en Escociaentrevista a Francisco Valdera Gil, de la Facultad de Educación de la Universidad de Glasgow. TECLA. Revista de la Consejería de Educación en el Reino Unido e Irlanda, 2023, pp. 5-11.

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

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

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

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

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

Crichton, M., Crichton, H., Colville, G. (2022) Students’ perceptions of problem-based learning in multidisciplinary groups when seeking to solve an engineering grand challenge. Journal of Problem Based Learning in Higher Education, 10, pp. 20-35. (doi: 10.54337/ojs.jpblhe.v10i1.6823)

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

Proudfoot, K., Boyd, P. (2022) Teachers’ constitutive motivations for professional learning in England’s context of high-stakes accountability. Professional Development in Education, (doi: 10.1080/19415257.2022.2151038)

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

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

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

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

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

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

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

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

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

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

Tonner, P. (2022) Realigning Curricula for the Future: Philosophy & Theology and Sustainability.

Singh, P., Zhang, K. C. (2022) Inclusive education in New Zealand: voices from early childhood teachers. Support for Learning, 37, pp. 538-552. (doi: 10.1111/1467-9604.12428)

Proudfoot, K. (2022) Introjected regulation in teachers’ professional development motivations. Teachers and Teaching: Theory and Practice, 28, pp. 1021-1034. (doi: 10.1080/13540602.2022.2144816)

Dunkley, R. (2022) Looking closely for environmental learning: citizen science and environmental sustainability education. Routledge

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

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

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

Barrett-Hacking, E., Davies, B., Bastos, E., Dunkley, R., Hogarth, H., Sands, B., Wenham, L. (2022) Reimagining the place of nature in education: photographic provocations for relational becoming. NORRAG Special Issue, 7, pp. 55-60.

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

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

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

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

Dunkley, R. (2022) The GALLANT project – Cities in transition in times of ecological and climate crisis.

Zhang, K. C. (2022) “There for the right reasons”: New Zealand early childhood professionals’ sense of calling, life goals, personal and spiritual values. Journal of Religion and Health, (doi: 10.1007/s10943-022-01642-1)

Tonner, P. (2022) Authority: on the revaluation of a value. Journal of Philosophy of Education, 56, pp. 593-600. (doi: 10.1111/1467-9752.12701)

(2022) Beyond Virtue and Vice: Education for a Darker Age. Journal of Philosophy of Education, 56,

Kenklies, K., Michael Lewin, D., Tonner, P. (2022) Beyond virtue and vice: a return to uncertainty. Journal of Philosophy of Education, 56, pp. 497-501. (doi: 10.1111/1467-9752.12706)

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

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,

Gilchrist, E., Zhang, K. C. (2022) Gender stereotypes in the UK primary schools: student and teacher perceptions. International Journal of Educational Reform, (doi: 10.1177/10567879221114889)

Smith, T. A., Dunkley, R. A., Jones, S. (2022) Storying wild landscapes: multimodal interactions with digital app-based heritage. International Journal of Heritage Studies, 28, pp. 803-819. (doi: 10.1080/13527258.2022.2086154)

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

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

Tonner, P. (2022) Kenneth White, Nomadism and Geopoetics. Stravaig #11: Geopoetics and the Climate Crisis, pp. 16-20.

Balogun, F., Bennett, S., Briscoe, R., Culhane, A.-M., Dunkley, R., Duthie, R., Fernandez, A. A., Judge, S.-J., France, L., Jackson, J., Kieniewicz, J., Laggan, S., Light, A., McDonagh, B., Mock, R., Moxon, S., Raina, N., Rutter, P., Sergeant, D., Tarr, J., Vanden, K. (2022) Culture and Collaborations on Climate Emergency.

McGuire, W., Nicol, D., Haywood, G. (2022) Improving Student Agency via Internally Generated Feedback.

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

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

Dunkley, R. A., Smith, T. A. (2022) Conversations with practitioners 1: Dr. Sunita Welch. Palgrave Macmillan

Dunkley, R. A., Smith, T. A. (2022) Conversations with practitioners 3: Toby Clark. Palgrave Macmillan

Dunkley, R. A., Smith, T. A. (2022) Negotiating the family in unfamiliar terrain: mobile technologies and ecopedagogic guardians. Palgrave Macmillan

(2022) Unfamiliar Landscapes: Young People and Diverse Outdoor Experiences. (doi: 10.1007/978-3-030-94460-5)

Smith, T. A., Pitt, H., Dunkley, R. A. (2022) Unfamiliar landscapes: an introduction. Palgrave Macmillan

Smith, T. A., Pitt, H., Dunkley, R. A. (2022) Whose unfamiliar landscape? Reflecting on the diversity of young people’s encounters with nature and the outdoors. Palgrave Macmillan

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

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

Dunkley, R. (2022) Children and sustainability. Palgrave Macmillan

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

McGuire, W., Essex, J. (2022) Supporting sustained teacher development through reflection. Routledge

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

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

Dunkley, R. (2022) Ways to Foster Nature-Relations Across the Curriculum.

Dunkley, R. (2022) Public Engagement: a Challenge of Planetary Scale.

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

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

McGuire, W., Nicol, D., Haywood, G. (2022) Active Feedback.

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

Dunkley, R. (2022) From Ambition to Reality: Higher Education’s Role in Realising COP26.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Dunkley, R. A. (2022) Engaging local small to medium enterprises with environmental sustainability. Cambridge University Press

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

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

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

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

Dunkley, R., Murphy, B. (2022) Localizing the Sustainable Development Goals? Engaging Young People With Issues of Environmental and Social Justice Through Participatory Photography Walks. SoJo Journal: Educational Foundations and Social Justice Education, 8, pp. 57-75.

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

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

Hart, A. G., Adcock, D., Barr, M., Church, S., Clegg, T., Copland, S., De Meyer, K., Dunkley, R., Pateman, R. M., Underhill, R., Wyles, K., Pocock, M. J.O. (2022) Understanding engagement, marketing, and motivation to benefit recruitment and retention in citizen science. Citizen Science: Theory and Practice, 7, (doi: 10.5334/cstp.436)

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

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

Dunkley, R. (2021) Why is Human Connection to Nature Critical to "sustainability"?

Barr, A. R., Tonner, P. (2021) Reinterpreting the Declaration of Arbroath: scotus, freedom and questions for today's world.

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

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

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

Zhang, K. C., Li, Q. (2021) “It would be harder without faith”: an exploratory study of low-income families’ experiences of early childhood inclusive education in New Zealand. Journal of Religion and Health, 60, pp. 4151-4166. (doi: 10.1007/s10943-021-01270-1)

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

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

Tonner, P. (2021) Philip Tonner: celebrating the lives of those we love.

McGuire, W. (2021) A Description of the Teaching Jobs resource.

McGuire, W. (2021) Continuing Professional Development for Literacy Teaching.

McGuire, W. (2021) Scottish Unit for Assessment Literacy Support (SULAS)

Dunkley, R. (2021) Climate Change and Communities.

Dunkley, R. (2021) Climate Injustice of Sea Level Rise and Coastal Erosion.

Dunkley, R., MacDonell, C., Naylor, L. A., Muir, F. M.E., Fitton, J., Rennie, A., Hansom, J., Hurst, M. (2021) Using Coastal Erosion Disadvantage Maps as a Climate Change and Strategic Urban Planning Tool for Scotland.

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

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

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

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

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

Zhang, K. C., Li, Q. (2021) Early childhood inclusion in the land of the long white cloud: a way forward for New Zealand. Support for Learning, 36, pp. 594-607. (doi: 10.1111/1467-9604.12382)

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

Blackman, A. (2021) Creation and Nonviolence.

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

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

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

Dunkley, R. (2021) Spot-a-Bee.

Dunkley, R. (2021) Looking Closely for Environmental Learning: Citizen Science and Environmental Sustainability Education.

Dunkley, R. (2021) More than Just a Litter Pick? The Experiential Affordances of Everyday Ecological Stewardship for Enhancing Environmental Sustainability Literacy.

McGuire, W. (2021) The Problem with Written Feedback.

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

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

Dunkley, R. (2021) Ecological Key-bearing and Ecopedagogy in Times of Climate Emergency.

Dunkley, R., Dick, G., Northridge, E., Hamill, A. (2021) Hidden Environmental Histories of the River Clyde for the Future Cities Podcast.

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

Beck, A., Wall, K., Firth, J., Arnott, L., Tonner, P. (2021) Developing a Practitioner Enquiry Approach to School University Research Partnership.

Crichton, H. (2021) German teaching and learning in early years and primary schools in the UK. Springer

Dunkley, R. (2021) Spot a Bee.

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

Rennie, A.F., Hansom, J.D., Hurst, M.D., Muir, F.M.E., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast Research Summary (2021)

Rennie, A.F., Hansom, J.D., Hurst, M.D., Muir, F.M.E., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast: The National Overview (2021). CRW2017_08.

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

Proudfoot, K. (2021) Panopticism, teacher surveillance and the ‘unseen’ British Journal of Sociology of Education, 42, pp. 812-827. (doi: 10.1080/01425692.2021.1914549)

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

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.

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

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

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

McGuire, W. (2021) Introducing the TEDM principle-a synopsis. Advance HE

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

Dunkley, R. (2021) Episode 4 - Young people and climate change.

Laurier, E., Dunkley, R., Smith, T.A., Reeves, S. (2021) Crossing with care: bogs, streams and assistive mobilities as family praxis in the countryside. Gesprächsforschung: Online-Zeitschrift zur verbalen Interaktion,

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

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

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

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

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

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

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

Barrett-Hacking, E., Dunkley, R., Bastos, E., Hogarth, H., Wenham, L., Sands, B., Davies, B. (2021) Climate Change Education Learning Provocations. Responding to the Climate Emergency: How to Adapt Your Teaching Now!

Dunkley, R. (2021) Childhood Ecological Encounters and Micro-practices in the New Climatic Regime.

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

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

Tonner, P., Erdoğan, G. (2021) Duns Scotus’ta Varlığın Tekanlamlılığı Kavramı: Yeniden Bakış = Duns Scotus’s concept of the univocity of being: another look [translation] Otonom Yayıncılık

Tonner, P., Öztürk, H. (2021) Haecceitas ve Varlık Problemi: Heidegger ve Duns Scotus = Haecceitas and the question of being: Heidegger and Duns Scotus [translation] Otonom Yayıncılık

Tonner, P., Öztürk, H. (2021) Varlığın tekanlamlılığı: deleuze = The univocity of being: deleuze [translation] Otonom Yayıncılık

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

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

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

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

Dunkley, R. (2021) Giving Unknown Bees a Name.

Zhang, K. C. (2021) Unended quest: Life goals, values, and immigrant parents in New Zealand. Journal of Religion and Health, 60, pp. 444-457. (doi: 10.1007/s10943-020-01017-4)

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

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

Smith, T. A., Dunkley, R. (2021) Video ethnography. SAGE Publications

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

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

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

Proudfoot, K. (2021) Creating Professional Space in Initial Teacher Education: Sharing Practitioner Enquiries on Socio-Economic Disadvantage.

Rennie, A.F., Hansom, J.D., Hurst, M.D., Muir, F.M.E., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast: Adaptation and Resilience Options at the Bay of Skaill. CRW2017_08.

Muir, F.M.E., Hansom, J.D., Rennie, A.F., Hurst, M.D., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast: Adaptation and Resilience Options for Central Tiree. CRW2017_08.

Naylor, L.A., Dunkley, R.A., Mitchell, D., Muir, F.M.E., Rennie, A.F., Hansom, J.D., Hurst, M.D. (2021) Dynamic Coast: Adaptation and Resilience Options for Dumbarton to Bowling. CRW2017_08.

Rennie, A.F., Hansom, J.D., Hurst, M.D., Muir, F.M.E., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast: Adaptation and Resilience Options for Golspie and Coul. CRW2017_08.

Rennie, A.F., Hansom, J.D., Hurst, M.D., Muir, F.M.E., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast: Adaptation and Resilience Options for Montrose Bay. CRW2017_08.

Rennie, A.F., Hansom, J.D., Hurst, M.D., Muir, F.M.E., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast: Adaptation and Resilience Options for St Andrews Links. CRW2017_08.

Dunkley, R.A., MacDonell, C.J., Naylor, L.A., Muir, F.M.E., Fitton, J.M. (2021) Dynamic Coast: Mapping Coastal Erosion Disadvantage in Scotland.

Dunkley, R.A., MacDonell, C.J., Naylor, L.A., Muir, F.M.E., Fitton, J. (2021) Dynamic Coast: Mapping Coastal Erosion Disadvantage in Scotland. CRW2017_08.

Lewin, D., Tonner, P. (2021) Editorial. Researching Education Bulletin, 11, pp. 3-4.

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

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

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

McGuire, W. (2021) Improving Feedback Literacy. (doi: 10.25416/NTR.16617130)

McGuire, W. (2021) Introducing the TEDM principle for improving written feedback. Advance HE

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

McGuire, W. (2021) National English Teaching Network – Teaching Resources for UK Schools and Universities. (doi: 10.25416/NTR.16578104)

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

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

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

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

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.

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

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

Herron, A., Tonner, P., Robertson, S. (2020) On Beauty: A Dialogue.

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

Dunkley, R. (2020) Ecological Stewardship and Childhood.

Tonner, P., Robertson, S. (2020) Desert Island Art.

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

Dunkley, R. (2020) Understanding the Citizen Science Experience – A Contribution from the Social Sciences.

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

McGuire, W. (2020) Introducing the TEDM Principle: Improving Written Feedback Workshop.

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

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

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

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

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

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

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

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

Wisely, T., Doherty, C., Graham, A., Robson, D., Moran, T., Teresa, T., Robertson, D., Coyle, D., Colucci-Gray, L., Foley, Y., Boland, M., Redford, M., Lindley-Highfield, M., I’Anson, J., Jasper, A., Wall, K., Rivers, I., Day, S., Webster, C. (2020) Developing pedagogies that work for Pre-Service and Early Career Teachers to reduce the Attainment Gap in Literacy, Numeracy and Health and Wellbeing. Research Question 3: What other practice or research might assist us in our purpose?

Boland, M., Doherty, C. (2020) Learning from Practitioner Enquiries.

Ingold, T., Tonner, P. (2020) An interview with Tim Ingold.

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

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

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

Harrison, V. S., Tonner, P. (2020) Philosophy of museums. Oxford University Press

Lewin, D., Tonner, P. (2020) What might the Covid Pandemic mean for the SERA Theory and Philosophy of Education Network? Scottish Educational Review, 52, pp. 17-18. (doi: 10.1163/27730840-05202007)

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

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

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

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

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

Dunkley, R. (2020) Making a difference. John Muir Trust Journal, Autumn, pp. 23.

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

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

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

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

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

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

Tonner, P. (2019) Duns-Scotus; varligin tek anlamliligi modern felsefe, ve teoloji. Sabah Ülkesi: Üç Aylik Kültür Sanat Ve Felsefe Dergisi, 61,

Boland, M., Doherty, C. (2019) Report on Research Question 2: Of our current practice, what do we do well and what could we do better?

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

McGuire, W. (2019) Showing; not telling: modelling student feedback using peer review via Aropa, within a hybridised formative-summative framework, to improve both attainment and satisfaction.

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

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

Dunkley, R. (2019) A climate change curriculum to empower the climate strike generation. Conversation, pp. 16 Sep.

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

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

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

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

Dunkley, R. A., Smith, T. A. (2019) Geocoaching: memories and habits of learning in practices of ecopedagogy. Geographical Journal, 185, pp. 292-302. (doi: 10.1111/geoj.12295)

Dunkley, R. (2019) Feeling Our Way Through: the Affordances of the Citizen Science Experience for Environmental Learning.

Dunkley, R. (2019) Conceptual Approaches Place-based Thinking and a Social Science Perspective on Citizen Science.

Dunkley, R. (2019) Beyond Lovely: Coming to Know Place Through Training the Citizen Scientific Eye.

Dunkley, R. (2019) Feeling Our Way Through: Experiencing Citizen Science.

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

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

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

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

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

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

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

Dunkley, R. A. (2019) Monitoring ecological change in UK woodlands and rivers: an exploration of the relational geographies of citizen science. Transactions of the Institute of British Geographers, 44, pp. 16-31. (doi: 10.1111/tran.12258)

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

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

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

Dunkley, R. A., Smith, T. A. (2019) By-standing memories of curious observations: children’s storied landscapes of ecological encounter. Cultural Geographies, 26, pp. 89-107. (doi: 10.1177/1474474018792652)

Hoskins Loyd, M., McGuire, W., Saliba, R., Bendriss, R., Meier, F., Evans, R., Nygaard, C. (2019) An introduction to e-learning in higher education: 1.0, 2.0, and 3.0. Libri Publishing Ltd.

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

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

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

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

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

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

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

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

McGuire, W., Harrington, O. (2019) Using a peer-centred online learning platform to support students’ academic-professional transition. Libri Publishling Ltd.

Doherty, C., Boland, M. (2018) Scottish Council of the Deans of Education Attainment Challenge Project.

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

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

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.

(2018) Catholicism, Culture, Education.

Dunkley, R., Baker, S., Constant, N., Sanderson-Bellamy, A. (2018) Enabling the IPBES conceptual framework to work across knowledge boundaries. International Environmental Agreements: Politics, Law and Economics, 18, pp. 779-799. (doi: 10.1007/s10784-018-9415-z)

Tonner, P. (2018) Heidegger, heterotopic dwelling and prehistoric art: an initial indication of a field of research. Religions, 9, (doi: 10.3390/rel9120405)

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

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

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

Boland, M. (2018) Career pathways for Scottish teachers. Teaching Scotland, 76, pp. 46-47.

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

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

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

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

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

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

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

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

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

Sageidet, B. M., Almeida, S. C., Dunkley, R. (2018) Children’s Access to Urban Gardens in Norway, India and the United Kingdom.

Boland, M. (2018) Career pathways. Teaching Scotland, 75, pp. 46.

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

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

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

McGuire, W. (2018) Showing; Not Telling: Modelling Student Feedback to Improve Attainment and Satisfaction.

McGuire, W. (2018) Improving Assessment Practices Via Modelled Feedback.

(2018) Scottish Education [5 ed.]

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

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

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

Boland, M. (2018) Pedagogies in Teacher Education.

Smith, T., Jones, S., Dunkley, R. (2018) Using Mobile Evaluation Methods to Monitor Visitor Use of a Heritage App ‘In the wild’: Walking with Romans in the Brecon Beacons National Park.

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

Dunkley, R., Smith, T. (2018) Representations of Identities Within Mobile Applications that Seek to Interpret Dissonant Heritage.

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

Dunkley, R. (2018) Space-timeScapes as ecopedagogy. Journal of Environmental Education, 49, pp. 117-129. (doi: 10.1080/00958964.2017.1417223)

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

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

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

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

Boland, M. (2018) Masters, What is the Point?

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

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

Valdera Gil, F. (2018) CfE Higher Spanish. BrightRED Publishing

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

Sageidet, B. M., Almeida, C., Dunkley, R. (2018) Children's access to urban gardens in Norway, India and the United Kingdom. International Journal of Environmental and Science Education, 13, pp. 467-480.

Tonner, P. (2018) Dwelling: Heidegger, archaeology, mortality. Routledge

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

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

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

Tonner, P. (2018) Interpretation. Wiley

Crichton, H. (2018) Modern languages. Edinburgh University Press

Dunkley, R. (2018) Narrative analysis: Attending to the poetic structure of interview transcripts to understand the tourist experience. SAGE Publications

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

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

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

Smith, T. A., Dunkley, R. (2018) Technology-nonhuman-child assemblages: reconceptualising rural childhood roaming. Children's Geographies, 16, pp. 304-318. (doi: 10.1080/14733285.2017.1407406)

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

Dunkley, R. (2017) Approaches for Evaluating Outdoor Learning.

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

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

Boland, M. (2017) Muddling Masters.

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

McGuire, W. (2017) Enhancing Alumni Employability.

McGuire, W. (2017) Showing; Not Telling: Modelling Student Feedback to Improve Attainment and Satisfaction.

Dunkley, R. (2017) “I’ve come back to what I was doing as a child”: The Spatial and Temporal Components of Environmental Learning.

McGuire, W. (2017) MOOC→ SPOC via F2F: It’s a flipped hybrid, SPOC! Libri Publishing

McGuire, W., Evans, R., Li, M., Midford, S. (2017) student-centred e-learning. Libri Publishing

Sageidet, B., Almeida, S., Dunkley, R. (2017) Children's Access to Gardens in Norway, India and the United Kingdom.

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

Dunkley, R., Smith, T. (2017) Scales of Childhood Roaming Within the ‘Educational Landscape’ of the National Park.

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

McGuire, W. (2017) The Hybridising of Formative and Summative Assessment.

Franklin, A., Dunkley, R. (2017) Becoming a (green) identity entrepreneur: learning to negotiate situated identities to nurture community environmental practice. Environment and Planning A, 49, pp. 1500-1516. (doi: 10.1177/0308518X17699610)

Dunkley, R. (2017) Making Sustainable Places? Realising the UK’s Low Carbon Transition Plan in Rural South-West England, Through Local Third Party Engagement.

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

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

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

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

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

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

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

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

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

Jones, S., Smith, T., Dunkley, R. (2017) Measuring our Interaction with Digital Heritage Apps ‘in the wild’

Dunkley, R. A., Franklin, A. (2017) Failing better: The stochastic art of evaluating community-led environmental action programs. Evaluation and Program Planning, 60, pp. 112-122.

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

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

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

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

Dunkley, R. (2017) Children Place and Sustainability, edited by Margaret Somerville and Monica Green. Children's Geographies, 4, pp. 498-499. (doi: 10.1080/14733285.2016.1184836)

Crichton, H., Templeton, B., Valdera, F. (2017) Face values: the use of sensitive error correction to address adolescents' ‘face’ issues in the modern languages classroom. Language Learning Journal, 45, pp. 51-65. (doi: 10.1080/09571736.2013.876090)

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

McGuire, W. (2017) How do we hybridise x and c MOOC architectures to create a course on online CVs? Libri Publishing

Anderson, C., Sangster, P., Foley, Y., Crichton, H. (2017) How effectively are mainstream teachers prepared to meet the needs of learners for whom English is an additional language? Springer

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

Serrano Diaz, N., Crichton, H. (2017) Mobility in higher education: new need to improve it? Hungarian Educational Research Journal, 7, pp. 35-45.

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

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

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

Dunkley, R. A. (2017) The role of Citizen Science in environmental education: A critical exploration of the citizen scientist experience. IGI Global

Tonner, P. (2017) Wittgenstein on forms of life: a short introduction. E-Logos, 24, pp. 13-18. (doi: 10.18267/j.e-logos.440)

Boland, M. (2016) Murals: Perspectives From Artists and Educators.

Smith, T. A., Dunkley, R. (2016) Evaluation of Learning Activity in National Parks.

Ventura-Medina, E., Mio, C. (2016) How to Make the Most of Peer Assessment.

Dale, V., Jaap, A. (2016) BOLD Academic Staff Development in Technology-Enhanced Learning.

Anderson, S., Duffield, S., Olson, A. (2016) A Statewide Student Teacher Evaluation Tool.

Dunkley, R., Smith, T. A., Lorimer, E., Reeves, S. (2016) ‘Walking with Romans’: Technology, Nature, Navigation and Interaction in Outdoor Settings.

Smith, T. A., Dunkley, R., Jones, S. (2016) Measuring Our Interaction With Mobile Device Applications ‘in the Wild’ – Can They Change Visitor Behaviour?

Dunkley, R. (2016) Interpreting a Dark Past for a Brighter Future? The Contentious Nature of Heritage Interpretation at Thanatourism Sites.

Dunkley, R. (2016) Project wild thing & children’s relationships with nature. Environmental Education, 113, pp. 13-15.

Tonner, P. (2016) Museums, ethics and truth: why museums' collecting policies must face up to the problem of testimony. Royal Institute of Philosophy Supplement, 79, pp. 159-177. (doi: 10.1017/S1358246116000126)

Smith, T. A., Dunkley, R. (2016) New Frontiers or Frustrating Distractions? Using Innovative Technological Methods to Understand the Role of Apps and Mobile Technologies in Children and Families Interactions Within the Outdoors.

Dunkley, R. (2016) Citizen Science as a Leisure Pursuit.

Jaap, A., Dale, V. (2016) University teachers' experiences and impact on academic practice, of a course in technology-enhanced learning.

McGuire, W. (2016) Voces ex machina: a literature review of the key elements necessary for success in online courses. International Multidisciplinary Journal, III, pp. 1-10.

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

Franchi, L. (2016) Catholic education and intercultural dialogue. Logos: A Journal of Catholic Thought and Culture, 19, pp. 117-139. (doi: 10.1353/log.2016.0036)

Zembat, I., Bayram, E. (2016) What it Means to have a Specialized Content Knowledge of Measurement Concepts.

Dunkley, R. (2016) A light in dark places? Analysing the impact of dark tourism experiences on everyday life. Routledge

Blackman, A. P. (2016) Brexit: an exercise in the violation of subsidiarity. Political Theology Today, pp. 8 Jul.

Boland, M. (2016) Partnerships in Practice.

Zembat, I. Ö., Aslan, M. (2016) Prescriptions guiding prospective teachers in teaching mathematics. Educational Sciences: Theory and Practice, 16, pp. 735-769. (doi: 10.12738/estp.2016.3.0371)

Smith, T. A., Dunkley, R. (2016) Roaming and Nature, Creativity and Technology: Experimenting with Contrasting Qualitative Methodologies and Impact in the Brecon Beacons National Park.

Dunkley, R. (2016) Engaging Participants in Citizen Science Studies: A Qualitative Approach to Exploring the Motivations and Experiences of Environmental Citizen Scientists.

Dunkley, R. (2016) Motivations and Experiences of Environmental Citizen Science.

Drury, R., Jaap, A., Maclaverty, C., McVey, H. (2016) Coorie Doon.

Dunkley, R. (2016) Invited talk: Heritage Tourism and Thanatourist Experiences.

McGuire, W., Raaper, R., Nikolova, V. (2016) Three perspectives on hybridising x and c MOOCs to create an online course on digital CVs. International Multidisciplinary Journal, 3, pp. 20-33.

Dunkley, R. (2016) Engaging Publics in Scientific Research: A Qualitative Approach to Exploring the Motivations and Experiences of Environmental Citizen Scientists.

Smith, T. A., Dunkley, R. A. (2016) Roaming and Nature, Creativity and Technology: Experimenting With Contrasting Qualitative Methodologies and Impact in the Brecon Beacons National Park.

Tonner, P. (2016) Philip Tonner: Adventures in theory at EAA 2015. Scottish Archaeological Journal, 38, pp. 74-75. (doi: 10.3366/saj.2016.0068)

Zembat, I. (2016) A Brief Analysis of Fraction Multiplication in Elementary and Middle Grade Level and in Teacher Development.

McGuire, W. (2016) University of Glasgow - Creating literacy apps [case study contribution to JISC Mobile Learning guide]

McGuire, W. (2016) Sight Unseen: The Digital 3D CV.

McGuire, W. (2016) The attainment paradox. Education in Scotland, 62,

Zembat, I. (2016) Türkiye’de uygulanan 1926-2005 matematik programlarının ölçme kavramı bağlamında bir mukayesesi. Pegem Akademi

Evans, E. H., Pisonero, J., Smith, C. M.M., Taylor, R. N. (2016) Atomic spectrometry update: review of advances in atomic spectrometry and related techniques. Journal of Analytical Atomic Spectrometry, 31, pp. 1057-1077. (doi: 10.1039/C6JA90020H)

Franchi, L. (2016) Being open to others in Catholic schools. EducA: International Journal of Catholic Education, 2,

Valdera Gil, F. (2016) CfE Higher Spanish. BrightRED Publishing

McGuire, W., Raaper, R. (2016) Developing a guiding protocol for the moderation of summative assessments. Journal of Perspectives in Applied Academic Practice, 4, pp. 36-43. (doi: 10.14297/jpaap.v4i1.197)

Dunkley, R. A., Smith, T. A. (2016) Evaluating the outdoor learning experience – a toolkit for practitioners. Cardiff University

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

Anderson, C., Sangster, P., Foley, Y., Crichton, H. (2016) How are we Training our Mainstream Teachers to Meet the Needs of EAL Learners? The case of two University Schools of Education in Scotland.

Franchi, L. (2016) Initial teacher education in the university ‘My little ship, how ill-laden you are’ European Journal of Teacher Education, 39, pp. 147-158. (doi: 10.1080/02619768.2015.1116514)

Franchi, L. (2016) Laudato Si’ and ecological education: implications for Catholic education. Pensamiento Educativo: Journal of Latin American Educational Research, 53, pp. 1-13.

Dunkley, R. A. (2016) Learning at eco-attractions: Exploring the bifurcation of nature and culture through experiential environmental education. Journal of Environmental Education, 47, pp. 213-221. (doi: 10.1080/00958964.2016.1164113)

Crichton, H., Mcdaid, A. (2016) Learning intentions and success criteria: learners' and teachers' views. Curriculum Journal, 27, pp. 190-203. (doi: 10.1080/09585176.2015.1103278)

(2016) Matematik Eğitiminde Teoriler.

Bingölbali, E., Arslan, S., Zembat, I. (2016) Matematik eğitiminde teori, teorik çerçeve ve kavramsal çerçeve. Pegem Akademi

Zembat, I. (2016) Matematik Öğretim Döngüsü ve ‘Tahmini Öğrenme Yol Haritaları’ Pegem Akademi

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.

Farrar, J. (2016) New case studies of children responding to picturebooks: case 3. Routledge

Zembat, I. (2016) Piaget’nin merceğinden yapılandırmacılık ve zihinsel düzenekler. Pegem Akademi

Zembat, I. (2016) Piaget’ye göre soyutlama ve çeşitleri. Pegem Akademi

Lappin, M. (2016) Pilgrimage and the Benefits to Student Teachers [Joint presentation]

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

McGuire, W., Raaper, R., Nikolova, V. (2016) Theme: Digital Learning Polarities and Paradoxes in Digital Learning: Net That Job With an Online CV.

Lappin, M. (2016) What Happens when we Die? Eschatology and the Classroom.

Farrar, J. (2016) “That poor Bear!” Readers’ responses (and resistance) to metafiction in No Bears. Wissenschaftlicher Verlag Trier

Dunkley, R. (2015) The Role of Citizen Science in Environmental Education: a Critical Exploration of the Citizens Scientist Experience.

Head, G., Jaap, A. (2015) 'I've taken confidence away from this: The experiences and impact of moving image education with young people who require more choices, more chances. Citizenship, Social and Economics Education, 14, pp. 159-171. (doi: 10.1177/2047173415624421)

Kennedy, A. (2015) Standards and accountability in teacher education. The Policy Press

Tonner, P. (2015) Epoch: Heidegger and the happening of history. Minerva, 19, pp. 132-150.

Dunkley, R. (2015) Invited lecture: 'History, Heritage and Battlefield Tourism'

Anderson, S. (2015) Digital Teaching and Learning: Technology-Empowered Pedagogy in American Education.

Dunkley, R. (2015) Exploring the Potentials of Citizen Science as a Pedagogic Approach Within Informal Environmental Education.

Crichton, H., Valdera-Gil, F. (2015) Student perceptions of feedback as an aid to reflection. European Journal of Teacher Education, 38, pp. 512-524. (doi: 10.1080/02619768.2015.1056911)

Dunkley, R. (2015) At Home in the Park: Exploring Resident Young People’s Interactions With Nature Within Brecon Beacons National Park.

Head, G., Jaap, A., Sutherland, M. (2015) Inclusive Pedagogy: A Contribution From Two Unrelated Empirical Studies.

Farrar, J. (2015) Review of: Eric Toshalis (2015) Make Me! Understanding and Engaging Student Resistance in School, Cambridge, MA: Harvard Education Press. Social Theory Applied,

Dunkley, R. (2015) The Role of the Citizen Science Experience in Environmental Education.

Franchi, L. (2015) Catholic Schools and the Future of the Church (Book Review) Journal of Catholic Education, 19, pp. 251-254. (doi: 10.15365/joce.1901132015)

Anderson, S. K., Terras, K. L. (2015) Teacher perspectives of challenges within the Norwegian Educational system. International Education Journal: Comparative Perspectives, 14, pp. 1-16.

Jaap, A., McEwan, M. (2015) Developing as a teacher: supporting GTAs in their transition into teaching.

Dunkley, R. (2015) Invited Lecture: Eco-Pedagogy and the ‘Living Laboratory’

Higginbottom, G., Smith, A. G. K., Tonner, P. (2015) A recreation of visual engagement and the revelation of world views in Bronze Age Scotland. Journal of Archaeological Method and Theory, 22, pp. 584-645. (doi: 10.1007/s10816-013-9182-7)

Zembat, I. (2015) Teaching Prescriptions Guiding Mathematics Teachers’ Teaching and the Related Activities That Teachers Use.

Zembat, I. (2015) The Role of Classroom Scenarios in Revealing Teachers’ Understandings of Norms.

Zembat, I. (2015) Turkish Mathematics Education Research from the Perspective of Mathematics Education Theories.

Zembat, I. (2015) Levels of Mathematics Teachers Norm Perceptions.

Franchi, L. (2015) Per riscoprire la lingua madre dell ‘Europa. Osservatore Romano, pp. 6.

Franchi, L. (2015) Rediscovering the mother tongue of Europe. Osservatore Romano: Weekly Edition in English, pp. 3.

Dunkley, R. A. (2015) Beyond temporal reflections in thanatourism research. Annals of Tourism Research, 52, pp. 177 - 179. (doi: 10.1016/j.annals.2015.03.007)

Franchi, L. (2015) Dynamics of Catholic Education: Letting the Catholic School Be School by Louis DeThomasis. Journal of Catholic Education, 18, pp. 234-237. (doi: 10.15365/joce.1802122015)

Dunkley, R. (2015) Urban-Rural Community Engagement for Sustainability and Environmental Action.

Franchi, L. (2015) Catholic education evolves with diversity. Flourish: Journal of the Archdiocese of Glasgow, pp. 8.

Dunkley, R., Franklin, A. (2015) Measuring Social Outcome.

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.

Zembat, I. O. (2015) An alternative route to teaching fraction division: Abstraction of common denominator algorithm. International Electronic Journal of Elementary Education, 7, pp. 399-422.

Evans, E. H., Pisonero, J., Smith, C. M.M., Taylor, R. N. (2015) Atomic spectrometry update: review of advances in atomic spectrometry and related techniques. Journal of Analytical Atomic Spectrometry, 30, pp. 1017-1037. (doi: 10.1039/C5JA90017D)

Coll, R. (2015) Catholic religious education in Scotland: bridging the gap between teacher education and curriculum delivery. Springer

McGuire, W. (2015) Developing a protocol for the moderation of summative assessments. Iated Academy

Tonner, P. (2015) Did Homo erectus dwell? Heidegger, archaeology and the future of phenomenology. Springer

Farrar, J. (2015) Draw out imagination with a picturebook. Times Educational Supplement,

Farrar, J. (2015) Exploring creativity through a picturebook. Teaching Scotland, 59, pp. 52-53.

Lappin, M. (2015) Foreword. McManus

McKinney, S., McAdam, J., Britton, A., Crichton, H., Arizpe, E. (2015) Managing the learning of new arrival children in mainstream schooling: challenges for school management and curriculum leaders. Palgrave Macmillan

Tonner, P. (2015) Phenomenology between aesthetics and idealism: an essay in the history of ideas. Noesis Press

Valdera-Gil, F. (2015) Planta cuarta actividades para trabajar la empatía en el aula de español. TECLA. Revista de la Consejería de Educación en el Reino Unido e Irlanda, 2015, pp. 9-18.

Crichton, H., Valdera-Gil, F. (2015) Professional partnership between universities and schools: the use of a diagnostic tool to support development of student teachers’ professional skills. Teacher Education Advancement Network Journal, 7, pp. 14-24.

Dunkley, R. A. (2015) Reimagining a sustainable future through artistic events: a case study from Wales. CABI

Lappin, M. (2015) Religious Education from a European Perspective.

Franchi, L., Conroy, J., McKinney, S. (2015) Religious education. Sage Publications

Lappin, M. (2015) Spiritual dimensions to bereavement in the Catholic school. Cheile: A Catholic School Ethos Journal, 23, pp. 5-7.

Head, G., Neil, K., Jaap, A., Sutherland, M., Kennedy, F., Dunn, S. (2015) Talent Development: Learning From Cross Sectoral Research.

Jaap, A., Patrick, F. (2015) Teachers’ concepts of musical talent and nurturing musical ability: music learning as exclusive or as opportunity for all? Music Education Research, 17, pp. 262-277. (doi: 10.1080/14613808.2014.950559)

Zembat, I. O., Yasa, S. A. (2015) Using classroom scenarios to reveal mathematics teachers’ understanding of sociomathematical norms. International Journal of Education in Mathematics, Science and Technology, 3, pp. 242-261.

McGuire, W. (2015) Writing Assessment Moderation Continuum. AOK Learning Ltd