School of Education

Futro, D. (2026) Ko wai āu? Kim jestem? What waters, whose waters do I come from? Multilingual Matters

Bradley, L. (2026) Life without Clocks: experimental autoethnography for strange-ing time and queering futures, in and through Higher Education. Futures, 179, (doi: 10.1016/j.futures.2025.103739)

Tonner, P. (2026) Adam Smith and Education for the Good: Part Five [blog post]

Tonner, P. (2026) Adam Smith and Education for the Good: Part Four [blog post]

Tonner, P. (2026) Adam Smith and Education for the Good: Part Three [blog post]

Tonner, P. (2026) Adam Smith and Education for the Good: Part Two [blog post]

Ortactepe Hart, D., Brown, S. (2026) Social justice and language education. Elsevier

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

Phipps, A., Sorace, A., Hirsu, L., Futro, D., Imperiale, M. G., Fassetta, G., Cox, S., Aldegheri, E., Ryan, S., Yohannes, H., McAdam, J., Arizpe, E., Abdelghany, S., Calvert, D., Stella, F., Kay, R., Sithole, T. (2026) Multilingualism and New Scots Refugee Integration.

Tonner, P. (2026) Adam Smith and Education for the Good: Part One [blog post]

Bradley, L., Ptolomey, A.M., Mirza, N. (2026) From emotional interruptions to wilful disruptions: Zine-making as a post-qualitative method for locating, articulating, navigating, and doing emotion in research. Qualitative Research,

McKinney, S. (2026) Taking the crucified people down from the cross. Child sex abuse in catholic residential schools in Canada and Scotland. International Studies in Catholic Education, (doi: 10.1080/19422539.2026.2625317)

McKinney, S. (2026) The Global Compact, Pope Leo XIV and UNESCO Futures for Education. Networking: Catholic Education Today, 27,

Brown, S. (2026) Communicative language teaching for social justice language education. ELT Journal,

McKinney, S. J. (2026) Pope Francis and the Global Compact on Education. Networking: Catholic Education Today, 27, pp. 30-31.

Matheson, D., McKinney, S. (2026) Education in Scotland. Routledge

McKinney, S. J. (2026) Fearns, J. Remembering Francis. Champion of the Environment. Redemptorist Publications. ISBN 978 0 852 31576 7. Pastoral Review, 22, pp. 69-70.

Ryan, S. (2026) Kilkenny, September 2022. Multilingual Matters

Lam, D. M.K. (2025) Discourse analysis in language assessment. Wiley

Glasson, N., Lam, D. M.K. (2025) Can you quantify the qualitative? Developing a coding and video annotation method for L2 interaction. Research Methods in Applied Linguistics, 4, (doi: 10.1016/j.rmal.2025.100283)

Gallagher, J. (2025) Glasgow 850: The Evolving City.

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

McKinney, S., Hall, S., Lowden, K., Linn, A. (2025) Glasgow Medical School Access Programme (GAP) In Poverty and Education Network Symposium 1: Research into Higher Education.

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

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

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

Gallagher, J. (2025) Reflections on Piloting Film and Screen Education in Primary PGDE.

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

McKinney, S. J., Whittle, S. (2025) AULRE 2025: to boldly go. Journal of Religious Education, 73, pp. 313-318. (doi: 10.1007/s40839-025-00284-1)

Perry, M., Bradley, L. (2025) Pluriversal literacies: perspectives and practices for sustainable and anticolonial futures. Springer Nature Switzerland

Drummond, R., Ryan, S. (2025) Tackling linguistic prejudice through public dialogue: the Accentism project and Accentricity podcast. Oxford University Press

Elorza, I., Arizpe, E. (2025) Crossing the Mexico–U.S.A. border in picturebooks: fostering critical understanding of mobility and identity. Springer

(2025) LSME Research Book. Publication of Research Papers Presented at the 11th LSME International Research Conference on 'Re-Visioning Practice in Education, Health Care and Business amidst Global Challenges'

McKinney, S. J., Parhi, S., Kumar, R., Shifau, H., Gray, P. (2025) Recovering school education in times of conflict and warfare: Ukraine and Gaza. London School of Management Education

McKinney, S. J. (2025) Christian Educational Leadership. Models of Practice. David Fincham (2024) Don Bosco Publications. ISBN 978 1 916546 12 7 £8.00 [book review] Pastoral Review, 21, pp. 75.

McKinney, S. J. (2025) St Mary’s Hammersmith – the Scottish Connection. Pastoral Review, 21, pp. 16-17.

McKinney, S. J. (2025) Pilgrims of hope and Catholic education. SCES News, pp. 15.

McKinney, S. (2025) ‘…education bears within itself a seed of hope’ Pope Francis, preferential option for the poor and the Global Compact on Education. Journal of Religious Education, (doi: 10.1007/s40839-025-00266-3)

McKinney, S. J. (2025) Duffy, K. Christian Symbolism and Jesus the Sun of Justice (2023). T&T Clark. ISBN 978-0-56770-175-6. Pastoral Review, 21, pp. 71-72.

Friel, R., O’Loughlin, T., Lydon, J., Howarth, D., McKinney, S. J. (2025) Grazie Papa Francesco. Pastoral Review, 21, pp. 21-23.

Hirsu, L., Futro, D., Sanchez Fernandez, M., Trường, M. X., Hồng Minh, N. T., Mỹ Linh, Ô. T., Hồng Chuyên, N. T., Ánh, N. N., Huyền, N. T., Kiều Oanh, P. T., Ngọc Tuyền, B. T., Hồng Thái, N. T., Kim Thanh, B. T., Phương, N. C., Thanh Huế, Đ. T., Mai, Đ. T., Bích Ngọc, T. T., Lệ Thanh, N. T., Hoài, N. T. (2025) TEMA. Teaching English Multilingually through Art: Resources for English language teachers and learners.

Chan, S., Lam, D. M.K. (2025) Zooming in on the process-product nexus of meaning-related revisions: A micro-analytic approach to keystroke logging data. Journal of Second Language Writing, 69, (doi: 10.1016/j.jslw.2025.101228)

McKinney, S. J., Robinson, J., Cooney, P. (2025) ‘Special Daughter of the Roman Church no one coming in between’: Bishop Jocelin and Glasgow’s catholic legacy. Pastoral Review, 21, pp. 65-68.

McKinney, S. (2025) Pope Francis and school education. Networking: Catholic Education Today, 26, pp. 26-27.

McKinney, S. (2025) The Christian origins of the University of Glasgow. Networking: Catholic Education Today, 26, pp. 34-35.

McKinney, S. J. (2025) ‘Each pupil is made in the image and likeness of God’: critical reflections on the work of Professor John Sullivan. Routledge

McColl, M. (2025) Cartographies of Interruption and Influence: Feminist Educational Strategies in Museums in Response to Gender-based Violence [Presentation]

Pearson, B., Ryan, S., Antoniak, M. (2025) Integration and the media: reflections from a participatory project in Glasgow. Multilingual Matters

Gallagher, J., Burns, D. (2025) My Nitshill.

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

Mirza, N., Bradley, L., Dickson, N. (2025) Research Briefing 1: Understandings and Experiences of 'Domestic Abuse' [Revealing Domestic Abuse Realities and Viable Help-Seeking Pathways for South Asian Women in Scotland] (doi: 10.2139/ssrn.5416434)

Mirza, N., Bradley, L., Dickson, N. (2025) Research Briefing 2: Domestic Living Arrangements and Kinship Structures [Revealing Domestic Abuse Realities and Viable Helpseeking Pathways for South Asian Women in Scotland] (doi: 10.2139/ssrn.5416514)

Mirza, N., Bradley, L., Dickson, N. (2025) Research Briefing 3: Marriage Patterns and Migration Realities [Revealing Domestic Abuse Realities and Viable Helpseeking Pathways for South Asian Women in Scotland] (doi: 10.2139/ssrn.5416534)

Mirza, N., Bradley, L., Dickson, N. (2025) Research Briefing 4: Cultural and Community Dynamics [Revealing Domestic Abuse Realities and Viable Helpseeking Pathways for South Asian Women in Scotland] (doi: 10.2139/ssrn.5416554)

Mirza, N., Bradley, L., Dickson, N. (2025) Research Briefing 5: Help-Seeking and 'Justice' [Revealing Domestic Abuse Realities and Viable Helpseeking Pathways for South Asian Women in Scotland] (doi: 10.2139/ssrn.5416555)

Keith, N. et al. (2025) Reciprocal Systems of Health in the Climate Era: Personal, Public & Planetary Health. (doi: 10.17605/OSF.IO/UHR94)

McKinney, S. J. (2025) Some insights for researchers in Catholic schools and Catholic education. Springer

Mckee, C., Gallagher, J., Lappin, M., Nicholson, J., Phipps, A., McQuade, M. (2025) Trauma is Everyone’s Business: Embedding Trauma-Responsive Practice in the School of Education.

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

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

Valdera-Gil, F., Morrison-Love, D., Makara Fuller, K., Singh, S., Brychan, A., Patrick, F., Farrar, J., Borquez Sanchez, E., Wiseman-Orr, L., Sharpling, E., Eleri, S. (2025) Reflection on the Ways in which Educational Professionals are Co-constructing Shared Understandings of Learning Progression for Curriculum for Wales.

Futro, D. (2025) Translanguaging art: Artists’ engagements with languaging in multilingual and migratory contexts. Palgrave Macmillian

McKinney, S. J., Robinson, J., Cooney, P. (2025) Faith inspires Glasgow’s 850th birthday year. Flourish, July, pp. 17.

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

McColl, M., Wang Hope, H.-C. (2025) Shaping a reinvigorated cultural landscape: exploring museum education practices and perspectives in the Middle East. Routledge

McColl, M., Brown, P., Delaney, M., Murr, K. B., Zipsane, H. (2025) The Routledge Handbook of Museum and Heritage Education. (doi: 10.4324/9781003462088)

Harrison, V. S., Tonner, P. (2025) Philosophical perspectives on the educational dimensions of museums. Routledge

McColl, M. (2025) Expressing the Invisible: The Naked Reality of Making Women Visible in Museums.

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

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

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

Tonner, P. (2025) John Duns Scotus, Franciscan theologian philosopher, a thinker for our times: in place of a biography. Innes Review, 76, pp. 65-91. (doi: 10.3366/inr.2025.0378)

Burns, H., Dick, S., Keay, C., Robb, A., Woolner, P. (2025) Space for imagination? Exploring the challenges of implementing art-based, metacognitive approaches for supporting imagination as a route to agency. International Journal of Art and Design Education, 44, pp. 428-446. (doi: 10.1111/jade.12572)

Lam, D. M. K., Gayton, A. M. (2025) ‘6.5 sounds a bit better than 6.0?’: A case for embedding language assessment literacy in university teaching staff professional development. Higher Education Research and Development, 44, pp. 976-991. (doi: 10.1080/07294360.2024.2439854)

Bradley, L., Perry, M. (2025) Arts-based approaches in comparative and international education: toward sense- and meaning-making in the “Borderlands” Bloomsbury Academic

McKinney, S. (2025) Sullivan, J. Lights for the Path (2022) Veritas Books. ISBN 978 1 80097-0236-7. Pastoral Review, 21, pp. 72-73.

Beale, G., Robertson, E., Smith, N. (2025) What next for archaeological representation?: Towards a creative practice of digital archaeology. Epoiesen: A Journal for Creative Engagement in History and Archaeology, (doi: 10.22215/epoiesen/2025.1)

Tubadji, A., Lido, C., Osborne, M., Conroy, J., Baur, P., Zipsane, H., McColl, M., Mark, R., Nemeth, B. (2025) Aesthetic Education: What Are Learning Cities Learning in Order to Bring Peace and Human Flourishing? PASCAL Briefing Paper 30.

Mirza, N., Bradley, L., Dickson, N. (2025) Diversifying Justice: Revealing Domestic Abuse Realities and Viable Help-seeking Pathways for South Asian Women in Scotland. (doi: 10.36399/gla.pubs.356525)

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

Bradley, L., Ptolomey, A. M., Mirza, N. (2025) From emotional interruptions to wilful disruptions: Zine-making as a post-qualitative method for locating, articulating, navigating, and doing emotion in research. Social Science Research Network, (doi: 10.2139/ssrn.5141755)

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

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

Zacharias, S. (2025) Moving Beyond a Rule-Book Notion of Grammar with Metaphor-Led Pedagogy.

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

Kadoma, A., Perry, M., Renaud, F. G. (2025) Stakeholders’ perceptions of wetland conservation and restoration in Wakiso District, Uganda. Environment, Development and Sustainability, 27, pp. 3177-3200. (doi: 10.1007/s10668-023-04008-z)

Futro, D. (2025) Translanguaging art — questioning boundaries in Monika Szydłowska’s ‘Do you miss your country?' Applied Linguistics Review, 16, pp. 369-399. (doi: 10.1515/applirev-2024-0062)

McKinney, S. J., Rowan, P., Simmonds, G. (2025) Gerald O’Collins SJ (1931-2024) RIP. Pastoral Review, 21, pp. 64-68.

Lam, D. M.K. (2025) Worked examples for peer interaction: a feedback and learning resource. ELT Journal, 79, pp. 44-54. (doi: 10.1093/elt/ccae029)

Ramdarshan Bold, M. (2025) “I felt her poems were more like my life”: cultivating BPoC teenagers’ writer-identity through a poet residency. Literacy, 59, pp. 21-33. (doi: 10.1111/lit.12386)

Singh, S., Morrison-Love, D., Makara Fuller, K., Bendall, R., Brychan, A., Borquez-Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Hadley, S., Hughes, S., Holloway, J., Morgan, C., Patrick, F., Roberts, J., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2025) Camau i’r Dyfodol Working with a process approach to Curriculum for Wales: ‘I can now be the teacher I always wanted to be.’ Phase 3 Final Report (June 2025) (doi: 10.36399/gla.pubs.357823)

(2025) Conference Proceedings of the 11th LSME International Research Conference on 'Re-Visioning Practice in Education, Health Care and Business amidst Global Challenges'

Mirza, N., Bradley, L., Dickson, N., Neilson, S. (2025) Dhage: Unravelling Marginal Stories of Domestic Abuse. Glasgow University Press

Brown, S. (2025) Global Englishes, Local Materials.

Singh, S., Morrison-Love, D., Makara-Fuller, K., Bendall, R., Brychan, A., Borquez-Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Hadley, S., Hughes, S., Holloway, J., Morgan, C., Patrick, F., Roberts, J., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2025) Gweithio gyda dull proses ar gyfer y Cwricwlwm i Gymru: 'Gallaf nawr fod yr athro roeddwn i wastad wedi eisiau bod.’ Crynodeb Gweithredol. (doi: 10.36399/gla.pubs.373270)

Singh, S., Morrison-Love, D., Makara Fuller, K., Bendall, R., Brychan, A., Borquez-Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Hadley, S., Hughes, S., Holloway, J., Morgan, C., Patrick, F., Roberts, J., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2025) Gweithio gyda dull proses ar gyfer y Cwricwlwm i Gymru: ‘Gallaf nawr fod yr athro roeddwn i wastad wedi eisiau bod.’ Adroddiad Terfynol Cam 3 (Mehefin 2025) (doi: 10.36399/gla.pubs.368276)

McKinney, S. (2025) Revisioning Practice in Education. London School of Management Education

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

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

MacBride, G., Bórquez-Sánchez, E., Hutchinson, C., Wiseman-Orr, L., Sharpling, E., Valdera-Gil, F., ap Gruffudd, G. S. (2025) ‘Assessing for the Future’ — a capacity-building resource to enhance assessment practice through communities of enquiry.

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

McAdam, J. E., Amescua, C., Arizpe Solana, E. (2024) Between success and failure: researching with grassroots organisations involved in conflict transformation. Multilingual Matters

Robinson, J., Cooney, P., McKinney, S. (2024) Hope and Cultural Conflict – The Dilemma of Cristo Rey Schools in America.

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

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

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

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

McKinney, S. J., Whittle, S. (2024) AULRE 2024: RE futures? Journal of Religious Education, 72, pp. 263-266. (doi: 10.1007/s40839-024-00248-x)

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

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

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

Muwanika, V., Perry, M., Kayendeke, E., Pullanikkatil, D., Okot, A., Thakadu, O., Mwesigwa, G., Mfitumukiza, D. (2024) Survival versus sustaining: A multidisciplinary inquiry of the environmental dilemma in rural Uganda. Natural Resources Forum, 48, pp. 1226-1243. (doi: 10.1111/1477-8947.12360)

McKinney, S. (2024) ‘your brother’s blood cries out to me from the ground’ Ignacio Ellacuría, S.J. on the role of the Catholic university. Journal of Religious Education, 72, pp. 375-388. (doi: 10.1007/s40839-024-00239-y)

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

Gibb, R., Tonner, P. (2024) Introduction. Scottish Universities Press

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

Brown, S. (2024) Beyond ELT: More than just language teaching. ELT Journal, 78, pp. 498-519. (doi: 10.1093/elt/ccae038)

Bradley, L., Perry, M., Fassetta, G., Ryan, S., Nelson, E. (2024) Denaturalizing “intelligence” in Higher Education: AI as a rupture to imagining and manifesting sustainable and anti-colonial literacies. Reading Research Quarterly, 59, pp. 579-589. (doi: 10.1002/rrq.540)

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

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

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

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

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

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

Brown, S. (2024) Social justice and the language classroom: Reflection, action and transformation By Deniz Ortaçtepe. Hart Edinburgh University Press. ISBN 978–14744–9176‐1 (paperback, GBP 24.99); 978–14744‐ 9175‐4 (hardcover, GBP 90.00 printed to order); 978–14744–9178‐5 (Ebook [ePub] GBP 24.99); 978–14744–9177‐8 (Ebook [PDF] GBP 90.00). 242 pages. TESOL Journal, 15, pp. e791. (doi: 10.1002/tesj.791)

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)

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

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

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

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

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

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,

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

(2024) The Routledge Handbook of Archaeology and the Media in the 21st Century.

Smith, N. (2024) Enchanting images: co-creative practice for image-making in community archaeology. Routledge

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

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

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

Gallagher, J. (2024) Reflections on 25 Years of the School of Education: Photography Exhibition.

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

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

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

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

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

Dann, H., Drummond, R., Tasker, S., Montgomery, C., Durkacz Ryan, S., Carrie, E. (2024) Broad, strong, and soft: using geospatial analysis to understand folk-linguistic terminology. Journal of Linguistic Geography, 12, pp. 44-56. (doi: 10.1017/jlg.2024.10)

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

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

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

Skeldon, K. et al. (2024) HACK the ARC - A Grassroots Improvement Initiative. (doi: 10.17605/OSF.IO/WSTZV)

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

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)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

(2024) LSME Research Book. Publication of Research Papers Presented at the 10th LSME International Research Conference on Education for All.

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

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

Ptolomey, A., Bochorishvili, A., Bradley, L. (2024) Repairing the Narrative: Establishing a research agenda with neurodivergent girls and young women in Scotland through partnership development and arts-based approaches. (doi: 10.36399/gla.pubs.374068)

Ortactepe Hart, D., Brown, S. (2024) Social justice and language education. Elsevier

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

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

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

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

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

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

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

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

Makara Fuller, K., Singh, S., Morrison-Love, D., Borquez-Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Patrick, F., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Building practical understandings of Curriculum for Wales. (doi: 10.36399/gla.pubs.325720)

Makara Fuller, K., Singh, S., Morrison-Love, D., Borquez-Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Patrick, F., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Creu dealltwriaeth ymarferol o’r Cwricwlwm i Gymru. (doi: 10.36399/gla.pubs.350189)

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

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

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

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

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

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

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

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

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.

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

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

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

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

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

Gormally, S., Arizpe, E., Bahena-Rivera, A. (2023) What would peace look like in Acapulco? The views of local practitioners and stakeholders. Journal of Peacebuilding and Development, 18, pp. 195-209. (doi: 10.1177/15423166231179239)

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)

Pillatt, T., Beale, G., Green, K., Richards, J. D., Smith, N. (2023) Discovering England’s burial spaces: digital archives and their potential for burial space research. Berghahn Books

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Morrison-Love, D., Singh, S., Makara-Fuller, K., Evans, G., Farrar, J., Patrick, F., Ryder, N., Borquez-Sanchez, E., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Curriculum for Wales: evolving understandings of progression in learning. (doi: 10.36399/gla.pubs.298263)

Morrison-Love, D., Singh, S., Makara-Fuller, K., Evans, G., Farrar, J., Patrick, F., Ryder, N., Borquez-Sanchez, E., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Cwricwlwm i Gymru: Esblygu dealltwriaeth o gynnydd mewn dysgu. (doi: 10.36399/gla.pubs.350193)

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

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

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

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

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

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

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

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

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

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

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

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

Makara Fuller, K., Singh, S., Morrison-Love, D., Borquez-Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Patrick, F., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Building practical understandings of Curriculum for Wales. Executive Summary. (doi: 10.36399/gla.pubs.373265)

Makara Fuller, K., Singh, S., Morrison-Love, D., Borquez Sanchez, E., Cathcart, S., Eleri, S., Farrar, J., Patrick, F., Ryder, N., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Creu dealltwriaeth ymarferol o’r Cwricwlwm i Gymru. Crynodeb Gweithredol. (doi: 10.36399/gla.pubs.373268)

Morrison-Love, D., Singh, S., Makara-Fuller, K., Evans, G., Farrar, J., Patrick, F., Ryder, N., Borquez Sanchez, E., Sharpling, E., Valdera-Gil, F., Wiseman-Orr, L. (2023) Camau i'r Dyfodol: Curriculum for Wales: Evolving understandings of progression in learning. Executive Summary. (doi: 10.36399/gla.pubs.373243)

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

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

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

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

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

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

Tonner, P., Delafield-Butt, J. (2023) Fairy tales as anticipatory narratives. Angelaki: Journal of Theoretical Humanities, 30, pp. 107-115. (doi: 10.1080/0969725X.2025.2554193)

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.

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

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

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

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

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

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

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)

Beale, G., Smith, N., Wilkins, T., Schofield, G., Hook, J., Masinton, A. (2022) Digital creativity and the regional museum: experimental collaboration at the convergence of immersive media and exhibition design. Journal on Computing and Cultural Heritage, 15, (doi: 10.1145/3527620)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)

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,

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Futro, D. (2022) Translanguaging art: exploring the transformative potential of contemporary art for language teaching in the multilingual context. Multilingual Matters

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

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

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

Nelson, E. L. (2022) Dancing with phones, cones and cameras Traditional play in a post-digital playground in Scotland. Clio: Women, Gender, History, 56, pp. 167-180.

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

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

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

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

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

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

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

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

Smith, N., Beale, G., Opitz, R. (2021) The inhabited frame: Examining the archaeological image in the era of interactive media. Routledge

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Arizpe, E. (2021) The state of the art in picturebook research from 2010 to 2020. Language Arts, 98, pp. 260-272. (doi: 10.58680/la202131213)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Arizpe, E. (2021) Transnational. NYU Press

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

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

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

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

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

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

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

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

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

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

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

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

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

Futro, D. (2020) Translanguaging as transformation: The collaborative construction of new linguistic realities E. Moore, J. Bradley & J. Simpson (Eds). 2020. Bristol: Multilingual Matters. Language Issues, 31, pp. 148-151.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)

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

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

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.

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

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

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

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

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

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

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

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)

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

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

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

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

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

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

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

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

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

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

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?

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Brown, S. (2018) Comply or transform: why individual learner empowerment is not enough. Global Issues SIG: The Newsletter of the Global Issues Special Interest Group, 38, pp. 65-69.

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

Schofield, G., Beale, G., Smith, N., Fell, M., Hook, J., Hadley, D., Murphy, D., Richards, J., Thresh, L. (2018) Viking VR: Designing a Virtual Reality Experience for a Museum. (doi: 10.1145/3196709.3196714)

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

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

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

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

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

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

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

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

Hayward, L. et al. (2018) CAMAU Project: Research Report (April 2018). Learning about Progression. (doi: 10.36399/gla.pubs.163362)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Tonner, P. (2018) Interpretation. Wiley

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

Smith, N., Beale, G., Richards, J., Scholma-Mason, N. (2018) Maeshowe: the application of RTI to Norse runes (data paper) Internet Archaeology, 47, (doi: 10.11141/ia.47.8)

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

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

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

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

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

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

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

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

Boland, M. (2017) Muddling Masters.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)

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

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

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

Beale, G., Smith, N. (2017) New approaches to the community recording and preservation of burial space. Facet Publishing

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

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

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

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

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

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

Jones, J., Smith, N. (2017) The strange case of Dame Mary May's tomb: the performative value of reflectance transformation imaging and its use in deciphering the visual and biographical evidence of a late 17th-century portrait effigy. Internet Archaeology, 44, (doi: 10.11141/ia.44.9)

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