Publications
2024
Thomas, M. A. M., Lefebvre, E. E. (2024) Working from professional and political scripts: Teach For All and the globalization of a (domestic) teacher education model. Routledge
Dickson, M., Midraj, J., McMinn, M., Sukkar, H., Alharthi, M., Read, B. (2024) Fathers’ experiences of juggling work and family life in Abu Dhabi workplaces. Social Sciences, 13, (doi: 10.3390/socsci13110592)
Madrid Miranda, R., Glas, K., Chapman, C. (2024) Building agency in school–university partnerships: lessons from collaborative research during the pandemic. Journal of Educational Administration, (doi: 10.1108/JEA-11-2023-0281)
Cowhitt, T., Brown, J. T., Antonio, L. A. (2024) The emergence and evolution of ambiguous ideas: an innovative application of social network analysis to support systematic literature reviews. Scientometrics, (doi: 10.1007/s11192-024-05144-7)
Read, B. (2024) Gender equity in academic knowledge production: the influence of politics, power and precarity. European Educational Research Journal, (doi: 10.1177/14749041241277932)
Murphy, M. (2024) Rethinking education: Bildung, civil society and the search for solidarity. Access: Contemporary Issues in Education, 44, pp. 49-59. (doi: 10.46786/ac24.4962)
McQuade, M., Black, E. (2024) Supporting Lifelong Learning: Co-producing a Toolkit for Postgraduate Reflective Practice.
Loudon, E., Neary, J., McAteer, B., Higgins, K., Chapman, C. (2024) A causeway to impact: a proposed new integrated framework for intergenerational community-based participatory action research. Children and Society, 38, pp. 1493-1509. (doi: 10.1111/chso.12815)
Brown, R., Schweisfurth, M. (2024) Making context matter through Massey's relational space: methodological and theoretical implications for Comparative and International Education. Comparative Education Review, 68, pp. 469-488. (doi: 10.1086/731786)
Madrid Miranda, R., Chapman, C. (2024) Social justice and equitable systems in education. Oxford University Press
Boeren, E. (2024) Post-COVID-19 European Country Specific Recommendations on adult education, training and skills: content, focus, shifts and patterns. Journal of Adult and Continuing Education, (doi: 10.1177/14779714241276465)
Sorensen, T. B., Graf, L. (2024) A European experiment in governing teacher education and training: the case of the Erasmus+ Teacher academies. Education Inquiry, (doi: 10.1080/20004508.2024.2390713)
Nesterova, Y., Couch, D., Nguyen, H. (2024) Teacher's understandings of barriers to Indigenous children's' academic success in Taiwan. British Educational Research Journal,
Nesterova, Y., Anderson, S. (2024) Visions of peace: exploring how Scottish youth understand and define peace. Prospects, (doi: 10.1007/s11125-024-09700-0)
Black, E., McQuade, M. (2024) Learning Beyond the Final Grades: A Toolkit for Graduates.
Scandurra, R., Kelly, D., Fusaro, S., Cefalo, R., Hermannson, K. (2024) Do employability programmes in higher education improve skills and labour market outcomes? A systematic review of academic literature. Studies in Higher Education, 49, pp. 1381-1396. (doi: 10.1080/03075079.2023.2265425)
Vallely, M., Findlay, J., Hermannsson, K. (2024) Is the social origin pay gap bigger than we thought? Identifying and acknowledging workers with undefined social origins in survey data. Research in Social Stratification and Mobility, 92, (doi: 10.1016/j.rssm.2024.100952)
Harvie, J., Robertson, Z., Brack, K. (2024) School Leadership Preparation: A Scottish Case Study of the Into Headship Programme.
Nesterova, Y., Kim, E.-J. A., Amaglo-Mensah, T. D. (2024) The purposes of education in peacebuilding: views of local peace actors in diverse (post-)conflict societies. Global Change, Peace and Security, (doi: 10.1080/14781158.2024.2382679)
Nesterova, Y., Kim, E.-J. A. (2024) Peace as social cohesion, equity, and democracy: local peacebuilders’ conceptualizations of peace. Peace Review, (doi: 10.1080/10402659.2024.2377773)
Mitchell, A., Harvie, J., Rooney, A. M., Nihill, M., Forde, C., McMahon, M. (2024) Tipping Points: What Supports or Undermines Aspirations to Educational Leadership Roles in Scotland and in the Republic of Ireland?
Madrid Miranda, R., Chapman, C. (2024) Towards a network learning system: reflections on a university initial teacher education and school-based collaborative initiative in Chile. Professional Development in Education, 50, pp. 760-774. (doi: 10.1080/19415257.2021.1902840)
Hopkins, D., Mackay, A., Sahlberg, P., Hargreaves, A., Montecinos, C., Chapman, C., Mthembu, P., Spillane, J. (2024) Achieving equity through excellence in the world’s educational systems.
Kerrigan, K., Irvine, P. (2024) Middle Leader Induction and Development – an Exploration of Prior Experiences which Inform Leadership Practice.
Harvie, J., Robertson, Z., Brack, K. (2024) Enhancing the agency of senior school leaders through professional learning: a qualitative study of Into Headship, the national headteacher preparation programme in Scotland. Professional Development in Education, (doi: 10.1080/19415257.2024.2366336)
Harvie, J., Robertson, Z., Brack, K. (2024) Enhancing political awareness and agency in school leaders – A case study of the Into Headship programme. SERA Researching Education Bulletin Anniversary Edition, 1, pp. 36-41.
McKinney, S., Wilson, A., Shanks, R., Robson, D., Moscardini, L., Mtika, P., McKendrick, J., MacDougall, L., Lowden, K., Lord, K., Jaap, A., Hunter, K., Hall, S., Graham, A., Darling-McQuistan, K. (2024) The effects of poverty on school education – research from the Poverty and Education Network. Researching Education Bulletin, 1, pp. 42-46.
de Almeida, F. M., Hermannsson, K., de Araújo Fernandes, A. S. (2024) Socioeconomic adversity and higher education: is the quota law a potential bridge to social mobility in Brazil? Education Policy Analysis Archives, 32, (doi: 10.14507/epaa.32.8387)
Parker, S., Knight, E. (2024) Problematising the use of interview data in research for educational policy and practice: beyond incorrigibility and ideology. SAGE
Lefebvre, E. E., Thomas, M. A.M. (2024) “I knew I had to leave”: a Bourdieusian analysis of why Teach For America teachers quit early. Teaching and Teacher Education, 142, (doi: 10.1016/j.tate.2024.104520)
Ascher, S., Gordon, J., Bongiovanni, I., Watson, I., Hermannsson, K., Gillespie, S., Sarangi, S., Biakhmetov, B., Chaturvedi Bhargava, P., Bhaskar, T., Krishna, B. B., Pandey, A., You, S. (2024) Trigeneration based on the pyrolysis of rural waste in India: environmental impact, economic feasibility and business model innovation. Science of the Total Environment, 921, (doi: 10.1016/j.scitotenv.2024.170718)
Dagar, P. (2024) Building sustainable and decent refugee livelihoods through adult education? Interplay between policies and realities of five refugee groups. British Educational Research Journal, 50, pp. 713-731. (doi: 10.1002/berj.3943)
Osborne, M., Nesterova, Y., Bhandari, R. (2024) Learning for global health in cities - Community resilience and the strengthening of learning systems. CR&DALL Working Paper WP1101/2024.
Mulvey, B., Lee, B.-N. (2024) The intellectual-state relationship and academic freedom in China: a reappraisal. Studies in Higher Education, (doi: 10.1080/03075079.2024.2332407)
Nesterova, Y. (2024) Decolonisation of multicultural Taiwan. Taiwan Insight,
Anderson, S., Nesterova, Y. (2024) Using arts-based methods to engage with youth and other vulnerable populations.
Anderson, S., Conroy, J. (2024) The Role of Professional Judgement in Teacher Evaluation in an Era of De-Professionalization.
de los Reyos, M., Roy, S., Osborne, M., Nesterova, Y. (2024) Local challenges, global imperatives: Cities at the forefront to achieve Education 2030.
Vanderhoven, E., Fontdevila, C., Langthaler, M., Valiente, O., Hermann, R., Marković, J., Sethwala, S., Maitra, S., Calderón, E. (2024) Realising the human development promise in dual VET. Compare: A Journal of Comparative and International Education, (doi: 10.1080/03057925.2024.2309240)
Greany, T., Cowhitt, T., Downey, C. (2024) Do informal networks become formalised over time? Analysing school networks and multi-academy trust membership in England using ego-centric analysis. Journal of Educational Change, 25, pp. 151-172. (doi: 10.1007/s10833-023-09485-7)
Hermannsson, K., Scandurra, R., Sarangi, S., Chaturvedi, P., Bhaskar, T., Pandey, A., Krishna, B. B., Gillespie, S., Gordon, J., Bongiovanni, I., Watson, I., You, S. (2024) Do skills enable the reduction of emissions from household energy use? Findings from a survey of households in rural India. Journal of Vocational Education and Training, 76, pp. 447-467. (doi: 10.1080/13636820.2023.2283733)
Sorensen, T. B., Eeva, K. (2024) Re-articulating the form of the political: contemporary education governance in the European Union. Introduction to the Special Issue. European Educational Research Journal, 23, pp. 165-177. (doi: 10.1177/14749041241231021)
Sorensen, T. B., Dumay, X. (2024) The European Union’s governance of teachers and the evolution of a bridging issue field since the mid-2000s. European Educational Research Journal, 23, pp. 237-260. (doi: 10.1177/14749041241234695)
Chapman, C., Donaldson, G. (2024) Where next for Scottish Education: Leading from the Classroom (Part 2)
Mulvey, B., Lee, J. (2024) Using Bourdieu in international student mobility research: past, present, and future directions. Bloomsbury Academic
Capsada-Munsech, Q. (2024) Do secondary education systems influence the overeducation risk of university graduates? A cross-national analysis by field of study and social background. International Journal of Comparative Sociology, 65, pp. 63-89. (doi: 10.1177/00207152241228148)
Capsada-Munsech, Q., Boliver, V. (2024) Does grammar school attendance increase the likelihood of attending a prestigious UK university? British Educational Research Journal, 50, pp. 348-366. (doi: 10.1002/berj.3929)
Schindler, S., Bar-Haim, E., Barone, C., Fels Birkelund, J., Boliver, V., Capsada-Munsech, Q., Erola, J., Facchini, M., Feniger, Y., Heiskala, L., Herbaut, E., Ichou, M., Karlson, K. B., Kleinert, C., Reimer, D., Traini, C., Triventi, M., Vallet, L.-A. (2024) Educational tracking and social inequalities in long-term labor market outcomes: six countries in comparison. International Journal of Comparative Sociology, 65, pp. 39-62. (doi: 10.1177/00207152231151390)
Thomas, M. A.M., Lefebvre, E. E. (2024) Learning, teaching, and researching with Bourdieu: a collaborative reflection on Bourdieusian encounters. Bloomsbury Academic
Mitchell, A., Black, S., Davren, C., Harvie, J. (2024) The Key Role of Mentorship in Principals’ Professional Development Trajectories: Impact of a University and District Research/Practice Learning Partnership.
McKinney, S., Hall, S., Lowden, K. (2024) Food poverty and Catholic schools in the post Covid-19 era. Networking: Catholic Education Today, 25, pp. 8-10.
Van Mol, C., Cleven, J., Mulvey, B. (2024) Where, when and why are students internationally mobile? Edward Elgar Publishing
Nguyen, D., Boeren, E., Maitra, S., Cabus, S. (2024) A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions. Professional Development in Education, 50, pp. 91-107. (doi: 10.1080/19415257.2023.2238728)
Chan, W.Y. A., Nesterova, Y. (2024) Conversations: Yulia Nesterova and W. Y. Alice Chan discuss religious literacy. Diaspora, Indigenous, and Minority Education, 18, pp. 1-8. (doi: 10.1080/15595692.2023.2281835)
Anderson, S. K., Nesterova, Y. (2024) Engaging young people in peace education research: using an arts based approach to gain congruence through democratic methods. International Journal of Qualitative Methods, 23, pp. 1-12. (doi: 10.1177/16094069241257944)
Dagar, P. (2024) Evaluating and reframing vocational education and training for refugees: Insights from five refugee groups across three cities of India. Compare: A Journal of Comparative and International Education, 54, pp. 110-127. (doi: 10.1080/03057925.2022.2078957)
Dickson, M., Bradley, L., Read, B. (2024) International student-parents in UK higher education: a temporal analysis of their intersectional experiences and challenges. International Journal of Intercultural Relations, 98, (doi: 10.1016/j.ijintrel.2024.101933)
Kim, J., Araya, M., Rose, P., Woldehanna, T. (2024) Pre-primary education and school readiness amid the COVID-19 pandemic: evidence from Ethiopia. Journal of Research in Childhood Education, 38, pp. S6-S23. (doi: 10.1080/02568543.2023.2281557)
Harvie, J. (2024) Principalship Development in Scotland: Fostering Agency, Criticality and Confidence in School Leaders.
Dagar, P., Khurshid, K. (2024) Adult education in a postcolonial world. Brill
Odena, O. (2024) Educación musical e inclusión sociocultural. Eufonía, 100, pp. 43.
Boliver, V., Capsada-Munsech, Q. (2024) Intergenerational inequality in education. Edward Elgar Publishing
Khanolainen, D., Nesterova, Y., Semenova, E., Fatkhulova, E., Trach, J. (2024) Teachers’ beliefs and characteristics predictive of their willingness to cultivate a safe, ethnically inclusive school environment. International Journal of Educational Research, 127, (doi: 10.1016/j.ijer.2024.102420)
Tonner, P., Odena, O., Dickson, J., Jaap, A., Pincock, D., Potter, R. (2024) The Wayfarers.
2023
Mulvey, B. (2023) Concluding thoughts: The future of Africa-China student mobility. Springer
Mulvey, B. (2023) Experiences in China: Getting on, getting out? Springer
Mulvey, B. (2023) International student mobility in a changing world. Springer
Mulvey, B. (2023) Mapping International Student Mobility Between Africa and China. Springer
Mulvey, B. (2023) Post-graduation plans: Navigating global regimes of mobility. Springer
Mulvey, B. (2023) Pre-mobility life-worlds: Who is on the move? Springer
Mulvey, B. (2023) Strategising and spontaneity in mobility decision-making. Springer
Sørensen, T. B., Dumay, X. (2023) The European Sectoral Social Dialogue in Education and the strengthening of the European Union’s policy regime in education and employment. Journal of Education and Work, 36, pp. 542-562. (doi: 10.1080/13639080.2023.2275767)
Mulvey, B. (2023) The dawn of an era?: Globally mobile African students and China. Springer
Boeren, E., Lido, C. (2023) Capturing lifelong learning data through international surveys and novel innovative methods. Firenze University Press
Kalenda, J., Kočvarováa, I., Boeren, E. (2023) Impact of COVID‐19 on participation and barriers in nonformal adult education in the Czech Republic. European Journal of Education, 58, pp. 681-698. (doi: 10.1111/ejed.12580)
Boeren, E. (2023) Investigating the relationship between research income and research excellence in education: evidence from REF2021-UoA23 data. British Educational Research Journal, 49, pp. 1312-1337. (doi: 10.1002/berj.3899)
Nesterova, Y., Amy Kim, E.-J. (2023) Key dimensions of local peacebuilding.
Dagar, P. (2023) Subaltern perspectives in adult education. Brill
Constantinides, M. (2023) Successful school leadership in New Zealand: a scoping review. Education Sciences, 13, (doi: 10.3390/educsci13121189)
Black, E., McQuade, M. (2023) Learning While Leading: Exploring Tensions in Practitioner/Student Identities.
Harvie, J. (2023) Developing Understandings of School Leadership in Globally Challenging Times Through Life History Narratives.
Thomas, M. A.M., Serenje, J., Mwaka Chipindi, F. (2023) (Re)considering and teaching sociologies in Zambian teacher education: Seeking Mbuyi, Mulenga, and Munkombwe. British Journal of Sociology of Education, 44, pp. 1199-1215. (doi: 10.1080/01425692.2023.2256987)
Graf, L., Marques, M., Sørensen, T. B., Dumay, X. (2023) The emergence of European boundary-spanning policy regimes: analysing intersectoral policy coordination in education and employment. Journal of Education and Work, 36, pp. 511-523. (doi: 10.1080/13639080.2023.2275778)
Harvie, J., Mitchell, A. (2023) The evolving role of the headteacher. Teaching Scotland, 98,
Tonner, P., Odena, O., Dickson, J., Jaap, A., Pincock, D., Potter, R. (2023) Wayfarers: confronting the past through traditional music in schools. International Journal of Music Education, (doi: 10.1177/02557614231205307)
Forde, C., Harvie, J., Torrance, D., Mitchell, A., Kerrigan, K. (2023) Career-long professional learning in Scotland. Routledge
Reilly, C., Scandurra, R., Rescue, E., Hermannsson, K., Gayton, A. (2023) Language and employment in Ghana: capturing the multilingual reality. Journal of Multilingual and Multicultural Development, 44, pp. 807-826. (doi: 10.1080/01434632.2023.2195853)
Athar Shah, M., Campbell, C. (2023) A state-of-the-art review of Canadian literature on teacher professional learning and leadership (2010-2020) International Journal of Leadership in Education, (doi: 10.1080/13603124.2023.2254732)
Black, E., McQuade, M., Orr, C. (2023) Awakening Practitioner Curiosity: Narrative Accounts of Postgraduate Learning.
Costa, C., Bhatia, P., Murphy, M., Pereira, A. L. (2023) Digital education colonized by design: curriculum reimagined. Education Sciences, 13, (doi: 10.3390/educsci13090895)
Dagar, P. (2023) Rethinking skills development and entrepreneurship for refugees: The case of five refugee communities in India. International Journal of Educational Development, 101, (doi: 10.1016/j.ijedudev.2023.102834)
Day, S., Jaap, A., Black, E., McKinney, S., Mouroutsou, S. (2023) ‘Promoting and Sustaining High-Quality Educational Research’ – the Role of Scottish Education Research Association (SERA)
Torrance, D., Forde, C., Harvie, J., Mitchell, A., King, F., McGowan, J., Travers, J., Mahfouz, J., Arlestig, H., Mifsud, D., Flood, L., Angelle, P., Chisolm, L. (2023) Conducting comparative analyses of social justice leadership: creating an international research team from diverse country, policy and education system contexts. Equity in Education and Society, (doi: 10.1177/27526461231194788)
Kerrigan, K., Horsburgh, J. (2023) The Dynamics and Dilemmas of Ethical Leadership.
McQuade, M., Black, E. (2023) This Is Me: Narrative Accounts of Postgraduate Learning Journeys.
Black, E., Horsburgh, J. (2023) Creating learning environments. SAGE Publications Ltd
Black, E. (2023) Playful pedagogy. SAGE Publications Ltd
Thomas, M. A. M., Xu, R.-H. (2023) The emergence and policy (mis)alignment of Teach For Taiwan. Journal of Education Policy, 38, pp. 686-709. (doi: 10.1080/02680939.2022.2095036)
Salinas-Maceda, V., Odena, O. (2023) Music for social cohesion in Bolivia: A literature review and two case studies.
McKinney, S., Graham, A., Hall, S., Hunter, K., Jaap, A., Lowden, K., MacDougal, L., McKendrick, J. H., Mtika, P., Moscardini, L., Reid, L., Ritchie, M., Robson, D., Shanks, R., Stettin, S., Wilson, A. (2023) Beyond the pandemic – poverty and school education in Scotland. Scottish Educational Review, 54, pp. 238-264. (doi: 10.1163/27730840-20231002)
Vanderhoven, E., Fontdevila, C., Valiente, O. (2023) Egresados de Dual como Orientadores de Carrera: Un Toolkit para Utilizar el Codiseño y la Voz de los Jóvenes para Mejorar la Orientación Profesional en la Educación Dual.
Vallely, M., Findlay, J., Hermannsson, K. (2023) Is the social origin pay gap bigger than we thought? Identifying and acknowledging workers with undefined social origins in survey data.
Lee, J. T. (2023) Romanticizing decolonization and Asian epistemology: Reflections on identity and space. Asia Pacific Education Review, 24, pp. 187-197. (doi: 10.1007/s12564-023-09835-3)
Read, B. (2023) The university as heterotopia? Space, time and precarity in the academy. Access: Critical Explorations of Equity in Higher Education, 11, pp. 1-11.
Mulvey, B., Morris, A., Ashton, L. (2023) Differentiated experiences of financial precarity and lived precariousness among international students in Australia. Higher Education, (doi: 10.1007/s10734-023-01033-9)
Odena, O. (2023) Developing higher music education students’ creativity. University of Music and Theatre Munich
Yorke, L., Kim, J. H., Hailu, B. H., Berhie, C. E. (2023) Navigating uncertainty: The role of north-south research partnerships in Ethiopia’s education response to COVID-19.
Nesterova, Y. (2023) Towards social justice and inclusion in education systems. Edward Elgar Publishing
Constantinides, M. (2023) Making sense of complex relationships in the workplace: principals in action. Cambridge Journal of Education, (doi: 10.1080/0305764X.2023.2191930)
Mitchell, A., Harvie, J., Forde, C., Torrance, D., McMahon, M. (2023) Career-long Professional Learning in Scotland: Questions for the Future.
Harvie, J., Torrance, D., Forde, C., McMahon, M., Mitchell, A. (2023) Leadership and Management: A Relevant Distinction for Leadership in Education?
Chan, S. S. W., Thomas, M. A.M., Mockler, N. (2023) Amplifying organisational discourses to the public: media narratives of Teach for Australia, 2008-2020. British Educational Research Journal, 49, pp. 231-247. (doi: 10.1002/berj.3840)
Abel, C., McQuade, M., Orr, C. (2023) International perspectives on childcare provision and practice. SAGE Publications
McQuade, M., Pollock, I. (2023) Personal, social and emotional development. SAGE Publications
Mitchell, A., Torrance, D., Harvie, J., Forde, C., McMahon, M. (2023) The changing role of the headteacher in Scottish education: implications for career-long teacher education. Springer
McQuade, M., Stewart, T. (2023) Working in partnership. SAGE Publications
Boeren, E. (2023) Conceptualizing lifelong learning participation: theoretical perspectives and integrated approaches. wbv Publikation
Mulvey, B., Li, B. (2023) Social inequality in a ‘hyper-mobile’ society: intra-national mobilities and formal education in China. Journal of Ethnic and Migration Studies, (doi: 10.1080/1369183X.2023.2193673)
Carroll, M., Orr, C. (2023) Leadership and management in Childhood Practice. SAGE Publications
Orr, C., Wingrave, M. (2023) Legislative and policy frameworks: practice and implementation. SAGE Publications
Nesterova, Y. (2023) Ethical, epistemic, relational, and emotional concerns in educational administration and leadership research with Indigenous and minority peoples. Routledge
Thomas, M. A.M., Boivin, K. N. (2023) Teaching and teacher education: an overview of sociological perspectives. Bloomsbury Academic
Nesterova, Y. (2023) Colonial legacies and the barriers to educational justice for Indigenous peoples in Taiwan. Comparative Education, (doi: 10.1080/03050068.2023.2185355)
Harvie, J., Mitchell, A., Forde, C., Torrance, D., McMahon, M. (2023) School Leadership in Globally Challenging Times: Developing Understandings Through Life History Narratives.
Hermannsson, K., Chiziwa, S., Odena, O., Nyamulani, O., Mkonkholo Kamanga, J., Read, B., Schweisfurth, M. (2023) The Long-term Impact of School Performance Review (SPR) in Engaged Schools and Residual Impact in Past Schools in Malawi.
Stoilova, R., Boeren, E., Ilieva-Tichkova, P. (2023) Gender gaps in participation in adult education in Europe: examining factors and barriers. Palgrave Macmillan
Greany, T., Noyes, A., Gripton, C., Cowhitt, T., Hudson, G. (2023) Local learning landscapes: exploring coherence, equity and quality in teacher professional development in England.
Boeren, E., Cabus, S., Mackie, A. (2023) Participation in adult learning: system characteristics and individuals’ experiences. Palgrave Macmillan
Chapman, C., Donaldson, G. (2023) Where next for Scottish Education: Learning is Scotland’s Future?
Couch, D., Nesterova, Y., Nguyen, H. (2023) Examining non-Indigenous teacher perceptions of Indigenous students in Taiwan through a Strategic Relational Approach. Asia Pacific Education Review, (doi: 10.1007/s12564-023-09830-8)
Lee, J. T. (2023) Asian higher education as soft power? Oxford University Press
Mitchell, A., Harvie, J. (2023) Re-envisioning School Leadership – The Evolving Role of Headteachers in Scotland.
Ho, L., Dimmock, C. (2023) Changing teachers' beliefs and practices towards learner-centred education: experiences and lessons from Vietnam's education system reforms. Practice, (doi: 10.1080/25783858.2023.2177191)
Constantinides, M. (2023) Instructional reform and multiple institutional logics: insights from executive leadership in English Multi-Academy Trusts. Educational Review, 75, pp. 287-304. (doi: 10.1080/00131911.2021.1916441)
Conroy, J. C. (2023) Paul Hirst as a liminal figure and modernising moralist. Journal of Philosophy of Education, 57, pp. 353-368. (doi: 10.1093/jopedu/qhad006)
Mitchell, A., Harvie, J., Torrance, D., Forde, C., McMahon, M. (2023) Reimagining School Leadership Post-Pandemic: Learning From the Experiences of Headteachers in Scotland = Reimaginando el liderazgo escolar después de la pandemia: Aprendiendo de las experiencias de Directores en Escocia.
Nesterova, Y., Moskal, M. (2023) Conversations: Yulia Nesterova with Marta Moskal. Diaspora, Indigenous, and Minority Education, 17, pp. 1-7. (doi: 10.1080/15595692.2022.2148650)
Schweisfurth, M. (2023) Disaster didacticism: pedagogical interventions and the 'learning crisis' International Journal of Educational Development, 96, (doi: 10.1016/j.ijedudev.2022.102707)
Jones, M., Azorín, C., Chapman, C., Harris, A. (2023) Leading professional networks: different perspectives. School Leadership and Management, 43, pp. 1-7. (doi: 10.1080/13632434.2023.2175564)
(2023) Music and Social Inclusion: International Research and Practice in Complex Settings. (doi: 10.4324/9781003188667)
Cowhitt, T., Greany, T., Downey, C. (2023) Storytelling with networks: realizing the explanatory potential of network diagrams through the integration of qualitative data. International Journal of Qualitative Methods, 22, pp. 1-15. (doi: 10.1177/16094069231189369)
Odena, O. (2023) A model for developing music and music education activities for social cohesion in complex settings. Routledge
Mitchell, A., Torrance, D., Forde, C., Harvie, J., McMahon, M. (2023) Developing leadership for school education: constructions of system leadership. Edward Elgar Publishing
Scharf, J., Odena, O. (2023) Does the 21st century music curriculum enable Northern Ireland’s children sing each other’s songs? Routledge
Yorke, L., Kim, J. H., Hailu, B. H., Berhie, C. E. (2023) Equitable North-South partnerships for ethical and policy relevant research in times of uncertainty: a collaborative autoethnography from Ethiopia. International Journal of Social Research Methodology, 26, pp. 599-613. (doi: 10.1080/13645579.2023.2173840)
Kim, J., Sabates, R. (2023) Expanding educational opportunities or widening learning inequalities? Evidence from national reform of pre-primary education in Ethiopia. Oxford Review of Education, 49, pp. 301-320. (doi: 10.1080/03054985.2022.2072824)
Kalenda, J., Boeren, E., Kočvarová, I. (2023) Exploring attitudes towards adult learning and education: group patterns among participants and non-participants. Studies in Continuing Education, 46, pp. 333-350. (doi: 10.1080/0158037x.2023.2199201)
Knight, J., Lee, J. (2023) International joint, double and consecutive degree programs: new developments, issues and challenges. Routledge (Taylor & Francis)
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Crawford-Garrett, K., Oldham, S., Thomas, M. A. M. (2021) Maintaining meritocratic mythologies: Teach For America and Ako Mātātupu: Teach First New Zealand. Comparative Education, 57, pp. 360-376. (doi: 10.1080/03050068.2021.1885130)
Nesterova, Y., Capsada-Munsech, Q. (2021) National and subnational approaches to regulating non-state technical and vocational education and training: comparative insights from Asia and Africa.
Stopforth, S., Gayle, V., Boeren, E. (2021) Parental social class and school GCSE outcomes: two decades of evidence from UK household panel surveys. Contemporary Social Science, 16, pp. 309-324. (doi: 10.1080/21582041.2020.1792967)
Torrance, D., Forde, C., McMahon, M. A., Mitchell, A., Harvie, J. (2021) Potential theoretical approaches to support the critical exploration of ‘the problem(s)’ of preparing, recruiting and retaining headteachers in Scotland. Springer
Sorensen, T., Grimaldi, E., Gajderowicz, T., Dumay, X., Fontaine, J., Arienzo, A., D'Onofrio, G., Franchi, C., Peruzzo, F., Sebastianelli, P., Serpieri, R., Grotkowska, G., Jakubowski, M., Wrona, S. (2021) Rhetoric or game changer: Social dialogue and industrial relations in education midst EU governance and privatisation in Europe: Final project report “Social dialogue and industrial relations in education: The challenges of multi-level governance and privatisation in Europe” (IR-EDUREFORM)
Mitchell, A., Torrance, D., Forde, C., Harvie, J., McMahon, M. (2021) Social justice leadership in Scottish schools: Building on co-constructed understandings and aspirations.
Valiente, O., Jacovkis, J., Maitra, S. (2021) Why did India and Mexico adopt dual apprenticeship policies?
Vanderhoven, E., Mackenzie, M., Valiente, O. (2021) Work Package 1 Realist Literature Synthesis: Research Design. University of Glasgow,
2020
Ahmad, S., Nesterova, Y. (2020) What makes your neighbourhood sustainable? Lessons from a virtual photography exhibition.
Ainscow, M., Salokangas, M. (2020) The English school reforms: competition, innovation and fragmentation. Springer
Murphy, M. (2020) Governing universities: power, prestige and performance. Bloomsbury Academic
Murphy, M., Burke, C., Costa, C., Raaper, R. (2020) Introduction: theorising the university in an age of uncertainty. Bloomsbury Academic
(2020) Social Theory and the Politics of Higher Education: Critical Perspectives on Institutional Research. (doi: 10.5040/9781350141582)
Wingrave, M., Boyle, S., Black, E., Orr, C. (2020) The standard for childhood practice - 10 years on. Researching Education Bulletin, 9, pp. 5-9.
Iñiguez-Berrozpe, T., Boeren, E. (2020) Twenty-first century skills for all: adults and problem solving in technology rich environments. Technology, Knowledge and Learning, 25, pp. 929-951. (doi: 10.1007/s10758-019-09403-y)
Harvie, J. (2020) Interdisciplinary learning: addressing the implementation gap. Scottish Educational Review, 52, pp. 48-70.
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.
Deggs, D., Boeren, E. (2020) Access, participation, and support of adult learners. Stylus Publishing
Thomas, M. A. M., Banki, S. (2020) Toward a framework for assessing the ‘global’ and ‘citizen’ in global citizenship education in Australia and beyond. Discourse: Studies in the Cultural Politics of Education, 42, pp. 732-748. (doi: 10.1080/01596306.2020.1843113)
Valiente, O., Capsada-Munsech, Q., de Otero, J. P. G. (2020) Educationalisation of youth unemployment through lifelong learning policies in Europe. European Educational Research Journal, 19, pp. 525-543. (doi: 10.1177/1474904120908751)
Ainscow, M. (2020) Inclusion and equity in education: making sense of global challenges. Prospects, 49, pp. 123-134. (doi: 10.1007/s11125-020-09506-w)
Harvie, J. (2020) St Theresa of Lisieux in Scotland 2019; St Therese of Lisieux in Scotland 2019: Liturgical Resources. Innes Review, 71, pp. 297-299. (doi: 10.3366/inr.2020.0274)
Nesterova, Y. (2020) Is your neighbourhood your destiny? How the neighbourhood you live in determines your educational opportunities.
Davis, R. A., Conroy, J. C., Clague, J. (2020) Schools as factories: the limits of a metaphor. Journal of Philosophy of Education, 54, pp. 1471-1488. (doi: 10.1111/1467-9752.12525)
Kim, J., Rose, P., Woldehanna, T., Hailu, B. H., Araya, M. (2020) Implications of COVID-19 for pre-primary education in Ethiopia: Perspectives of parents and caregivers.
Chapman, C., Ehren, M., Montecinos, C., Weakley, S. (2020) COVID-19: Do we Need to Redefine the Priorities for School Inspections?
Hadfield, M., Ainscow, M. (2020) ‘Layering’ peer enquiry as a system change strategy: some lessons from Wales. Springer
McKinney, S. J., Hall, S., Lowden, K. (2020) Poverty and education in Scotland. Policy Press
Mulvey, B. (2020) International higher education and public diplomacy: a case study of Ugandan graduates from Chinese universities. Higher Education Policy, 33, pp. 459-477. (doi: 10.1057/s41307-019-00174-w)
Schweisfurth, M. (2020) Future Pedagogies: Reconciling Multifaceted Realities and Shared Visions.
Nesterova, Y. (2020) Rethinking environmental education with the help of indigenous ways of knowing and traditional ecological knowledge. Journal of Philosophy of Education, 54, pp. 1047-1052. (doi: 10.1111/1467-9752.12471)
Crawford-Garrett, K., Rauschenberger, E., Thomas, M. A. M. (2020) Examining Teach For All: an introduction. Routledge
Black, E., Makara, K. (2020) Learning Together Through Feedback.
Thomas, M. A. M., Rauschenberger, E., Crawford-Garrett, K. (2020) Final thoughts on Teach For All. Routledge
Forde, C., Kerrigan, K. (2020) The development of middle leadership in schools in Wales: a desktop study. A report for the National Academy for Educational Leadership in Wales.
Clancy, S., Holford, J., Boeren, E. (2020) The response of the United Kingdom (England and Scotland) to Youth Guarantee. Palgrave Macmillan
Roopnarine, R., Boeren, E. (2020) Applying the Readiness for Interprofessional Learning Scale (RIPLS) to medical, veterinary and dual degree Master of Public Health (MPH) students at a private medical institution. PLoS ONE, 15, (doi: 10.1371/journal.pone.0234462)
Messiou, K., Ainscow, M. (2020) Inclusive inquiry: student-teacher dialogue as a means of promoting inclusion in schools. British Educational Research Journal, 46, pp. 670-687. (doi: 10.1002/berj.3602)
Kim, J., Rose, P. (2020) The threat of COVID-19 on Ethiopia’s recent gains in pre-primary education.
Nesterova, Y., Young, G. (2020) Education Policies, Systems, and Progress in Africa and Asia : A Comparative Analysis of 12 Cities in Six Countries.
Odena, O. (2020) Developing Multiculturally-Sensitive Music Student Teachers through Collaborative Enquiry during School Placements in Glasgow.
Valiente, O., López-Fogués, A., Fuentes, H., Rosado, R. (2020) Evaluating dual apprenticeship effects on youth employment: a focus on the mechanisms. Springer VS
Nesterova, Y. (2020) Schools out forever? : supporting resilient learning in the face of COVID-19. Impakter, pp. 9 Apr.
Murphy, M. (2020) Bourdieu and Chinese education: Inequality, competition, and change. Frontiers of Education in China, 15, pp. 182-184. (doi: 10.1007/s11516-020-0008-6)
Mulvey, B., Lo, W. (2020) Telling China’s Story Well: the Construction of International Students in Chinese Higher Education Policy.
Conroy, J. (2020) Caught in the middle: Arendt, childhood and responsibility. Journal of Philosophy of Education, 54, pp. 23-42. (doi: 10.1111/1467-9752.12367)
Sorensen, T., Robertson, S. L. (2020) Ordinalization and the OECD’s governance of teachers. Comparative Education Review, 64, pp. 21-45. (doi: 10.1086/706758)
Azorín, C., Ainscow, M. (2020) Guiding schools on their journey towards inclusion. International Journal of Inclusive Education, 24, pp. 58-76. (doi: 10.1080/13603116.2018.1450900)
Constantinou, E., Ainscow, M. (2020) Using collaborative action research to achieve school-led change within a centralised education system: perspectives from the inside. Educational Action Research, 28, pp. 4-21. (doi: 10.1080/09650792.2018.1564686)
Crawford, K., Lowden, K., Hall, S., Mitchell, E., McErlean, T., Sherrard, H., Daley, L. (2020) The SSERC Primary Cluster Programme in Science and Technology – impact on teaching and learning. Journal of Emergent Science, 18, pp. 13-18.
Chapman, C., Bell, I. (2020) Building back better education systems: equity and COVID-19. Journal of Professional Capital and Community, 5, pp. 227-236. (doi: 10.1108/JPCC-07-2020-0055)
Chiong, C., Dimmock, C. (2020) Building trust: how low-income parents navigate neoliberalism in Singapore’s education system. Comparative Education, 56, pp. 394-408. (doi: 10.1080/03050068.2020.1724487)
Read, B., Leathwood, C. (2020) Casualised academic staff and the lecturer-student relationship: shame, (im)permanence and (il)legitimacy. British Journal of Sociology of Education, 41, pp. 539-554. (doi: 10.1080/01425692.2020.1748570)
Glass, J., Bynner, C., Chapman, C. (2020) Children and young people and rural poverty and social exclusion: A review of evidence.
Thomas, M. A. M., Serenje-Chipindi, J., Mwaka Chipindi, F. (2020) Comparing course syllabi from A to Z: examining the contexts, contents, and concerns for social foundations of education in Australia and Zambia. Bloomsbury Academic
Dimmock, C. (2020) Connecting research and knowledge on educational leadership in the West and Asia: adopting a cross-cultural comparative perspective. Comparative Education, 56, pp. 257-277. (doi: 10.1080/03050068.2019.1703393)
Schweisfurth, M. (2020) Edmund King (1914–2002): other schools, other ideas, other methods, and ours. Taylor & Francis
Odena, O. (2020) El papel de la creatividad musical en proyectos intercomunitarios: los enfoques de profesionales en Irlanda del Norte. EdictOràlia
Boeren, E., Mackie, A., Riddell, S. (2020) Employability pathways for young adults: lived experiences of learners and practitioners in Youth Guarantee programmes. International Journal of Lifelong Education, 39, pp. 119-131. (doi: 10.1080/02601370.2020.1728405)
Valiente, O., Lee, M. (2020) Exploring the OECD survey of adult skills (PIAAC): implications for comparative education research and policy. Compare: A Journal of Comparative and International Education, 50, pp. 155-164. (doi: 10.1080/03057925.2020.1703846)
Moore, S. J., Nesterova, Y. (2020) Indigenous Knowledges and Ways of Knowing for a Sustainable Living.
Harvie, J. (2020) Interdisciplinary education: memorialising learning experiences. EducA: International Catholic Journal of Education, 6,
Kuzhabekova, A., Lee, J. T. (2020) Internationalization and local research capacity strengthening: factors affecting knowledge sharing between international and local faculty in Kazakhstan. European Educational Research Journal, 52, pp. 297-311. (doi: 10.1080/10564934.2020.1723422)
Valiente, O., Lowden, K., Capsada-Munsech, Q. (2020) Lifelong learning policies for vulnerable young adults in post-recession Scotland. British Journal of Sociology of Education, 41, pp. 218-233. (doi: 10.1080/01425692.2019.1685937)
Capsada-Munsech, Q. (2020) Overeducation, skills and social background: the influence of parental education on overeducation in Spain. Compare: A Journal of Comparative and International Education, 50, pp. 216-236. (doi: 10.1080/03057925.2019.1579085)
Ainscow, M. (2020) Promoting inclusion and equity in education: lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6, pp. 7-16. (doi: 10.1080/20020317.2020.1729587)
Murphy, M. (2020) Public sector accountability and the contradictions of the regulatory state. Administrative Theory and Praxis, 42, pp. 517-530. (doi: 10.1080/10841806.2019.1700455)
Boliver, V., Capsada-Munsech, Q. (2020) Selective secondary education and progression to higher education. Higher Education Policy Institute
Capsada-Munsech, Q., Valiente, O. (2020) Sub-national variation of skill formation regimes: a comparative analysis of skill mismatch across 18 European regions. European Education, 52, pp. 166-179. (doi: 10.1080/10564934.2020.1723421)
Bhandari, R., Nesterova, Y. (2020) Support thy neighbour : why a strong local response will help beat COVID-19.
Valiente, O., Zancajo, A., Jacovkis, J. (2020) The coordination of skill supply and demand in the market model of skill formation: testing the assumptions for the case of Chile. International Journal of Lifelong Education, 39, pp. 90-103. (doi: 10.1080/02601370.2019.1678692)
Cowhitt, T., Cutts, A. (2020) Using network analysis to compare bibliographic database journal coverage. Journal of Electronic Resources Librarianship, 32, pp. 195-210. (doi: 10.1080/1941126X.2020.1790952)
Cowhitt, T., Butler, T., Wilson, E. (2020) Using social network analysis to complete literature reviews: a new systematic approach for independent researchers to detect and interpret prominent research programs within large collections of relevant literature. International Journal of Social Research Methodology, 23, pp. 483-496. (doi: 10.1080/13645579.2019.1704356)
Read, B., Burke, P. J., Grozier, G. (2020) ‘It is like school sometimes’: friendship and sociality on university campuses and patterns of social inequality. Discourse: Studies in the Cultural Politics of Education, 41, pp. 70-82. (doi: 10.1080/01596306.2018.1457626)
2019
Harris, J., Ainscow, M., Carrington, S., Kimber, M. (2019) Developing inclusive school cultures through ethical practices. Routledge
Breslin, M., Harvie, J., Leslie, B., Mclaren, E. (2019) The Leap of Faith: Experiences of Early Career Academics.
Ainscow, M., Chapman, C., Hadfield, M. (2019) Changing Education Systems: a Research-based Approach. Routledge
Lynch, J., Rowlands, J., Gale, T., Parker, S. (2019) An outline of a theory of practice methodologies: education research as an expansive-activist endeavour. Routledge
Chapman, C., Drever, A., McBride, M., Orr, C., Weakley, S. (2019) Leading place-based interventions to improve outcomes in low socio-economic settings. Palgrave Macmillan
(2019) Practice Methodologies in Education Research. (doi: 10.4324/9780429202063)
Hodge, S., Parker, S. (2019) Social imaginaries in education research. Routledge
Chapman, C., Ainscow, M. (2019) Using research to promote equity within education systems: possibilities and barriers. British Educational Research Journal, 45, pp. 899-917. (doi: 10.1002/berj.3544)
Thomas, M. A. M., Mosselson, J. (2019) Advancing the teaching of comparative and international education. Emerald Publishing
Murphy, M., Costa, C. (2019) Digital scholarship, higher education and the future of the public intellectual. Futures, 111, pp. 205-212. (doi: 10.1016/j.futures.2018.04.011)
Lowden, K., Hall, S., Bravo, A., Orr, C., Chapman, C. (2019) Knowledge Utilisation Mapping Study: Scottish Education System.
Capsada-Munsech, Q. (2019) Measuring overeducation: incidence, correlation and overlaps across indicators and countries. Social Indicators Research, 145, pp. 279-301. (doi: 10.1007/s11205-019-02112-0)
Odena, O., Rodríguez-Sánchez, A., Zapata-Restrepo, G., Cabedo-Mas, A., Figueiredo, S., González-Moreno, P. A., Pinto, M. E., Valiente, O. (2019) Developing a Framework for the Study of Performing Arts Programs for Other-than-artistic Purposes in Conflict Settings.
Nesterova, Y., Arat, G. (2019) Working towards gender equality to eradicate HIV/AIDS in Ethiopia. Emerald Publishing Limited
Scandurra, R., Hermannsson, K., Cefalo, R. (2019) Assessing young adults' living conditions across Europe using harmonised quantitative indicators: opportunities and risks for policy-makers. Policy Press
Schweisfurth, M. (2019) Qualitative Comparative Education Research: perennial issues, new approaches and good practice. SAGE Publications Ltd
Ainscow, M., Slee, R., Best, M. (2019) Editorial: the Salamanca Statement: 25 years on. International Journal of Inclusive Education, 23, pp. 671-676. (doi: 10.1080/13603116.2019.1622800)
Lefebvre, E. E., Thomas, M. A. M. (2019) Alternative routes to teaching. Springer Singapore
Nesterova, Y. (2019) Teaching Indigenous children in Taiwan: tensions, complexities and opportunities. Global Studies of Childhood, 9, pp. 156-166. (doi: 10.1177/2F2043610619846349)
Mills, C., Gale, T., Parker, S., Smith, C., Cross, R. (2019) Activist dispositions for social justice in advantaged and disadvantaged contexts of schooling. British Journal of Sociology of Education, 40, pp. 614-630. (doi: 10.1080/01425692.2019.1582322)
Dimmock, C. (2019) Implementing Vietnam’s School renovations’ Policy: Developing Teachers and School Leaders. Policy Brief (No. 9)
Connolly, P., Hanratty, J., Hughes, J., Chapman, C., Blaylock, D. (2019) PROTOCOL: Protocol for a systematic review: inter‐school collaborations for improving educational and social outcomes for children and young people. Campbell Systematic Reviews, 15, (doi: 10.1002/cl2.1011)
Boeren, E. (2019) Quantitative research in research on the education and learning of adults. Springer
Lihwa, F., Johnstone, C. J., Thomas, M. A. M., Krause, B. (2019) Remoteness as a gendered construct. Development in Practice, 29, pp. 501-513. (doi: 10.1080/09614524.2019.1577358)
Spina, N., Harris, J., Carrington, S., Ainscow, M. (2019) Resisting governance by numbers: some lessons from schools. Routledge
Lowden, K., Hall, S., Lusk, D., Bravo Chacon, A. M. (2019) Raising Aspirations in Science Education (RAiSE) pilot: final evaluation report.
Harvie, J. (2019) The Agency of the Catholic Head Teacher.
Murphy, M., St. John, S. (2019) Conclusion. Palgrave
Costa, C., Murphy, M. (2019) EU Digital media policies and education: The challenge of A Digital Agenda for Europe. Palgrave
(2019) Education and Public Policy in the European Union: Crossing Boundaries.
St. John, S., Murphy, M. (2019) Introduction. Palgrave
Harvie, J., McMahon, M., Kerrigan, K. (2019) A leadership lens on St Teresa of Avila. Universidad Pontificia Comillas
Boeren, E. (2019) Understanding Sustainable Development Goal (SDG) 4 on “quality education” from micro, meso and macro perspectives. International Review of Education, 65, pp. 277-294. (doi: 10.1007/s11159-019-09772-7)
Azorín, C. M., Ainscow, M., Arnaiz Sánchez, P., Goldrick, S. (2019) A tool for teacher reflection on the response to diversity in schools = Una herramienta para la reflexión docente sobre la respuesta a la diversidad en las escuelas. Profesorado, 23, pp. 11-36. (doi: 10.30827/profesorado.v23i1.9142)
Dimmock, C. (2019) Leading research-informed practice in schools. Routledge
Black, E. (2019) Supporting the Development of Academic Study Skills Using Access-Restricted Online Tasks.
Schweisfurth, M., Elliott, J. (2019) When ‘best practice’ meets the pedagogical nexus: recontextualisation, reframing and resilience. Comparative Education, 55, pp. 1-8. (doi: 10.1080/03050068.2018.1544801)
Mackie, A., Boeren, E., Riddell, S. (2019) CREID Briefing 41: Post-School Education and Training for Young People on the Social Margins.
Schweisfurth, M., Elliot, J. (2019) Comparative Education [Guest Editors] Comparative Education, 55,
Dimmock, C. (2019) Implementing Vietnam’s School Renovations’ Policy: Developing Teachers and School Leaders.
Vanderhoven, E., Bravo, A., Valiente, O., Hermannsson, K., Lowden, K., Doyle, L., Schweisfurth, M., Capsada-Munsech, Q. (2019) YOUNG_ADULLLT Scotland: Key Messages for Scottish Policy Actors. University of Glasgow,
James, N., Boeren, E. (2019) Adult education in austere times: an introduction. Palgrave Macmillan
(2019) Being an Adult Learner in Austere Times: Exploring the Contexts of Higher, Further and Community Education. (doi: 10.1007/978-3-319-97208-4)
Boeren, E. (2019) Being an adult learner in Europe and the UK: persisting inequalities and the role of the welfare state. Palgrave Macmillan
Boeren, E., James, N. (2019) Conclusions and recommendations. Palgrave Macmillan
Dagar, P. (2019) Adult education In India from a subaltern perspective. Postcolonial Directions in Education, 8, pp. 61-77.
Lee, J. T., Kuzhabekova, A. (2019) Building local research capacity in higher education: a conceptual model. Journal of Higher Education Policy and Management, 41, pp. 342-357. (doi: 10.1080/1360080X.2019.1596867)
Costa, C., Burke, C., Murphy, M. (2019) Capturing habitus: theory, method and reflexivity. International Journal of Research and Method in Education, 42, pp. 19-32. (doi: 10.1080/1743727X.2017.1420771)
Bynner, C., Drever, A., Lowden, K., McBride, M., Ward, S., Weakley, S., Watson, N., Chapman, C., McLean, J., Tannahill, C. (2019) Children’s Neighbourhoods Scotland Evaluation Strategy.
Nesterova, Y., Jackson, L. (2019) Educating indigenous people: historical analysis and contemporary practices. Springer
Zancajo, A., Valiente, O. (2019) Evolución de las políticas de ETP en Chile: entre el capital humano y el derecho a la educación. Ediciones Universidad Alberto Hurtado
Boeren, E. (2019) Foreign-born adults’ participation in educational activities: evidence from Europe. European Education, 51, pp. 127-146. (doi: 10.1080/10564934.2018.1520600)
Chapman, C. (2019) From hierarchies to networks: possibilities and pitfalls for educational reform of the middle tier. Journal of Educational Administration, 57, pp. 554-570. (doi: 10.1108/JEA-12-2018-0222)
Nesterova, Y., Jackson, L. (2019) Indigenous perspectives on ecopedagogical literacy: the case of Taiwan. Springer
Capsada-Munsech, Q. (2019) La gobernanza regional de la oferta y la demanda de competencias de los jóvenes: análisis del sistema de competencias en dos regiones de Esocia. Ediciones Universidad Alberto Hurtado
Kerrigan, K. (2019) Leading Professional Learning; An Opportunity for Middle Leaders to Support Colleagues in Their Professional and Spiritual Journey?
Hermannsson, K., Odena, O., Read, B. (2019) Link Community Development Interventions in Ethiopia, Ghana, Malawi, Uganda, and Rwanda: Review of Evidence 2008-2018.
Chapman, C. (2019) Making Sense of Reform: Where Next for Scottish Education?
Nesterova, Y. (2019) Multiculturalism and multicultural education approaches to Indigenous people’s education in Taiwan. Multicultural Education Review, 11, pp. 253-270. (doi: 10.1080/2005615X.2019.1686561)
Tan, C. Y., Dimmock, C. (2019) National and transnational influences on school organisation. SAGE Publications
Britton, A., Schweisfurth, M., Slade, B. (2019) Of myths and monitoring: learner-centred education as a political project in Scotland. Comparative Education, 55, pp. 30-46. (doi: 10.1080/03050068.2018.1541667)
Lowden, K., Hall, S., Lusk, D., Bravo Chacon, A. M. (2019) Raising Aspirations in Science Education (RAiSE): External Evaluation. Summary Findings.
Hermannsson, K. (2019) Review of Suzuki and Nijkamp': "Regional Performance Measurement and Improvement: New Developments and Applications of Data Envelopment Analysis" Regional Studies, 53, pp. 1505. (doi: 10.1080/00343404.2019.1642006)
Pino Yancovic, M., González, A., Ahumada, L., Chapman, C. (2019) School Improvement Networks and Collaborative Inquiry: Fostering Systemic Change in Challenging Contexts. Emerald
Findlay, J., Hermannsson, K. (2019) Social origin and the financial feasibility of going to university: the role of wage penalties and availability of funding. Studies in Higher Education, 44, pp. 2025-2040. (doi: 10.1080/03075079.2018.1488160)
Zancajo, A., Valiente, O. (2019) TVET policy reforms in Chile 2006-2018: between human capital and the right to education. Journal of Vocational Education and Training, 71, pp. 579-599. (doi: 10.1080/13636820.2018.1548500)
McCormick, A., Thomas, M. A. M. (2019) Teaching undergraduate comparative and international education: pedagogy, social justice and global issues in education. Springer International Publishing
Li, S., Lally, V., Odena, O. (2019) Technology-Enhanced Language Teaching with Music (TELT-M) in Chinese Nursery: Investigating Implementation and Efficacy [Poster] (doi: 10.21125/iceri.2019)
Li, S., Lally, V., Odena, O. (2019) Technology-Enhanced Language Teaching with Music in Chinese Kindergarten: Investigating Implementation and Efficacy. (doi: 10.21125/iceri.2019.1278)
Nesterova, Y. (2019) The UNESCO Together for Peace T4P Initiative : A Shared Commitment to Building a Peaceful and Sustainable Future in Asia-Pacific.
Capsada-Munsech, Q., Valiente, O. (2019) The effectiveness of lifelong learning policies on youth employment: do regional labour markets matter? Policy Press
Christodoulou, E., Nesterova, Y. (2019) Violent extremism: types, implications, and responses. Springer
Hermannsson, K., Scandurra, R., Graziano, M. (2019) Will the regional concentration of tertiary education persist? The case of Europe in a period of rising participation. Regional Studies, Regional Science, 6, pp. 539-556. (doi: 10.1080/21681376.2019.1680313)
2018
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.
Chapman, C. (2018) School-to-school collaboration: building collective capacity through collaborative enquiry. SAGE Publications Ltd
Thomas, M. A. M., Lefebvre, E. E. (2018) The dangers of relentless pursuit: teaching, personal health, and the symbolic/real violence of Teach For America. Discourse: Studies in the Cultural Politics of Education, 39, pp. 856-867. (doi: 10.1080/01596306.2017.1311298)
Orr, A., Wingrave, M., Black, E. (2018) The Standard of Childhood Practice: 10 Years On.
Nesterova, Y., Jackson, L. (2018) Gender inequality in universities. Impakter, pp. 2 Nov.
Hadfield, M., Ainscow, M. (2018) Inside a self-improving school system: collaboration, competition and transition. Journal of Educational Change, 19, pp. 441-462. (doi: 10.1007/s10833-018-9330-7)
Dimmock, C., Nguyen, T. D., Tan, C. Y., Schweisfurth, M., Chapman, C., Anh, T. T. T., Nga, T. Q., Van, D. T. H., Anh, N. Q., Phuong, P. T. L., Hien, N. V., Thang, T. D., Tuyen, N. H., Hao, N. T., Thuy, C. C. (2018) Building capacity of Vietnam schools to implement fundamental and comprehensive reforms: Designing and piloting interventions through professional development. Phase 2 Report of Research Project to The Head Foundation, Singapore, British Council, Vietnam, and University of Glasgow.
Murphy, M. (2018) Ever greater scrutiny: researching the bureaucracy of educational accountability. Bloomsbury Press
Harvie, J. (2018) Interdisciplinary Learning - A Unicorn of Scottish Education?
Hermannsson, K. (2018) Returns to Education and Social Class: Cross Sectional Evidence for Vocational and Academic Qualifications.
Boyle, S., McKinstry, D., McLaughlin, K. (2018) Digital learning. SAGE Publications Ltd
Karyotis, G., Colburn, B., Doyle, L., Hermannsson, K., Mulvey, G., Skleparis, D. (2018) Building a New Life in Britain: The Skills, Experiences and Aspirations of Young Syrian Refugees.
Robertson, S. L., Sorensen, T. (2018) Global transformations of the state, governance and teachers’ labour: Putting Bernstein’s conceptual grammar to work. European Educational Research Journal, 17, pp. 470-488. (doi: 10.1177/1474904117724573)
O'Donnell, P., Murphy, M. (2018) Scottish further education. Edinburgh University Press
Gale, T., Parker, S. (2018) The future of (Scottish) education: an international perspective. Edinburgh University Press
Rodríguez-Sánchez, A., Odena, O., Cabedo-Mas, A. (2018) Using life histories with sound postcards to investigate a music programme for social reconstruction in Colombia. British Journal of Music Education, 35, pp. 177-190. (doi: 10.1017/S0265051717000298)
Parker, S. (2018) Student Tuition Fees in Australian Higher Education: Thinking Sociologically and Historically.
Crawford-Garrett, K., Thomas, M. A. M. (2018) Teacher education and the global impact of Teach For All. Oxford University Press
Odena, O., Spruce, G. (2018) Chapter 14. Commentary: music learning and teaching during adolescence: ages 12-18. Oxford University Press
Odena, O. (2018) Chapter 19. Creativity in the secondary music classroom. Oxford University Press
Odena, O., Spruce, G. (2018) Part 3. Music learning and teaching during adolescence: ages 12-18. Oxford University Press
Boeren, E. (2018) Cross-sectional and longitudinal surveys. Bloomsbury Academic
Mcbride, M., Lowden, K., Chapman, C., Watson, N. (2018) Educational Needs and Experiences of Refugee Children in Scotland.
Boeren, E. (2018) Foreward. IGI Global
Boeren, E. (2018) International and comparative research design. Bloomsbury Academic
Gale, T., Parker, S. (2018) Student aspiration and transition as capabilities for navigating education systems. Routledge
Thomas, M. A. M. (2018) “Good intentions can only get you so far”: critical reflections from Teach For America corps members placed in special education. Education and Urban Society, 50, pp. 435-460. (doi: 10.1177/0013124517713604)
Nesterova, Y. (2018) Women and violent extremism. Impakter, pp. 28 May.
Gale, T., Parker, S. (2018) Student tuition fees in Australian higher education: a litany of public issues and private troubles. Emerald
McMahon, M., Harvie, J. (2018) Servant Leadership - A Radical or Redundant Concept of Leadership for Our Time?
Nash, C., Nesterova, Y., Primrose, K., Chan, W.Y.A., Rios, R.A., Flores, M.J.V., Zowmi, A. (2018) #PaixParLesJeunes : Résumé des Pistes d’Action pour Prévenir l’Extrémisme Violent par l’Éducation.
(2018) Advancing Theory and Research in Widening Participation.
(2018) Equity In and Through Education: Changing Contexts, Consequences and Contestations. (doi: 10.1163/9789004366749)
Nash, C., Nesterova, Y., Primrose, K., Chan, W.Y.A., Rios, R.A., Flores, M.J.V., Zowmi, A. (2018) #YouthWagingPeace. Action Guidelines for the Prevention of Violent Extremism : Reflection is Action, Conversation is Action, Compassion is Action.
Schweisfurth, M., Davies, L., Pe Symaco, L., Valiente, O. (2018) Higher education, bridging capital, and developmental leadership in the Philippines: Learning to be a crossover reformer. International Journal of Educational Development, 59, pp. 1-8. (doi: 10.1016/j.ijedudev.2017.09.001)
Odena, O. (2018) Musical Creativity Revisited: Educational Foundations, Practices and Research. Routledge
Thomas, M. A. M. (2018) Research capacity and dissemination among academics in Tanzania: examining knowledge production and the perceived binary of ‘local’ and ‘international’ journals. Compare: A Journal of Comparative and International Education, 48, pp. 281-298. (doi: 10.1080/03057925.2017.1318046)
Ainscow, M., Messiou, K. (2018) Engaging with the views of students to promote inclusion in education. Journal of Educational Change, 19, pp. 1-17. (doi: 10.1007/s10833-017-9312-1)
López-Fogués, A., Rosado, R., Valiente, O., Fuentes, H., Aragón, E. (2018) Pilot Evaluation of the Mexican Model of Dual TVET in the State of Mexico.
Boeren, E. (2018) The methodological underdog: a review of quantitative research in the key adult education journals. Adult Education Quarterly, 68, pp. 63-79. (doi: 10.1177/0741713617739347)
Thomas, M. A.M. (2018) ‘Policy embodiment’: alternative certification and Teach For America teachers in traditional public schools. Teaching and Teacher Education, 70, pp. 186-195. (doi: 10.1016/j.tate.2017.11.011)
Capsada-Munsech, Q. (2018) WP7 Regional/local Case Studies.
Crowther, J., Boeren, E., Mackie, A. (2018) Yes or No? Older people, politics and the Scottish Referendum in 2014. Research on Ageing and Social Policy, 6, pp. 1-25. (doi: 10.17583/rasp.2018.3095)
Scandurra, R., Cefalo, R., Hermannsson, K., Kazepov, Y. (2018) Cross-national and Cross-regional Report Quantitative Analysis.
Whittaker, S., Boeren, E. (2018) CREID Briefing 38: An overview of provision in Scotland in seven types of education for adults.
Murphy, M., Skillen, P. (2018) Exposure to the law: accountability and its impact on street level bureaucracy. Social Policy and Society, 17, pp. 35-46. (doi: 10.1017/S1474746416000506)
Thomas, M., Yehle, A. (2018) A framework for enacting the metapedagogy method in teacher education: what, why, where, when, and how? Information Age Publishing
Boeren, E., Whittaker, S. (2018) A typology of education and training provisions for low educated adults: categories and definitions. Studies in the Education of Adults, 50, pp. 4-18. (doi: 10.1080/02660830.2018.1520017)
Thomas, M. A. M., Mockler, N. (2018) Alternative routes to teacher professional identity: exploring the conflated sub-identities of Teach For America corps members. Education Policy Analysis Archives, 26, (doi: 10.14507/epaa.26.3015)
Wolhuter, C. C., Thomas, M., Mashau, T. S., Steyn, H. J. (2018) Comparative and international education: a tool for powerful global impact available to South African scholars. AOSIS
France, J., Odena, O., Spence, C., Emeke, A., Erskine, C., Hadgu, G., Ahmed, H., Akhter, S., Diep, M., Kandil, B. (2018) Evaluation of Connecting Classrooms in Nigeria, Ethiopia, Bangladesh and Lebanon. Wave 2.
Read, B., Bradley, L. (2018) Gender, time and ‘waiting’ in everyday academic life. Palgrave Macmillan
Costa, C., Murphy, M., Pereira, A. L., Taylor, Y. (2018) Higher education students’ experiences of digital learning and (dis)empowerment. Australasian Journal of Educational Technology, 34, pp. 140-152. (doi: 10.14742/ajet.3979)
France, J., Odena, O., Spence, C. (2018) Impact Evaluation of Connecting Classrooms Programme. Nigeria.
Moskal, M., Schweisfurth, M. (2018) Learning, using and exchanging global competence in the context of international postgraduate mobility. Globalisation, Societies and Education, 16, pp. 93-105. (doi: 10.1080/14767724.2017.1387768)
Odena, O. (2018) Multicultural dialogues in post-conflict music education settings. Palgrave Macmillan
Conroy, J. (2018) Nested identity and religious education: some methodological considerations. Waxmann Verlag
EGHE Network, (2018) Policy Briefi 2: Participating and Succeeding in STEM subjects: a focus on Gender Dynamics. Initial Findings of the EGHE Network for Uganda, Kenya, Rwanda, The Gambia and the UK.
EGHE Network, (2018) Policy Briefing 1: Gendered Patterns of HE Participation and Success: Initial Findings of the EGHE Network for Uganda, Kenya, Rwanda, The Gambia and the UK.
Kuzhabekova, A., Lee, J. (2018) Relocation decision of International Faculty in Kazakhstan. Journal of Studies in International Education, 22, pp. 414-433. (doi: 10.1177/1028315318773147)
Lee, J. T., Kuzhabekova, A. (2018) Reverse flow in academic mobility from core to periphery: motivations of international faculty working in Kazakhstan. Higher Education, 76, pp. 369-386. (doi: 10.1007/s10734-017-0213-2)
Murphy, M. (2018) School governance: policy, politics and practices. Journal of Education Policy, 33, pp. 862-863. (doi: 10.1080/02680939.2018.1449725)
Armstrong, P. W., Ainscow, M. (2018) School-to-school support within a competitive education system: views from the inside. School Effectiveness and School Improvement, 29, pp. 614-633. (doi: 10.1080/09243453.2018.1499534)
Rodríguez, A., Odena, O., Cabedo-Mas, A. (2018) Sound postcards: listening to transformations in the social fabric of the victims of armed conflicts.
Hermannsson, K., McGregor, P. G., Swales, J. K. (2018) Students consumption expenditures in economic impact studies: assumptions revisited in an input-output approach for Scotland. Regional Studies, 5, pp. 57-77. (doi: 10.1080/21681376.2018.1428499)
Spiel, C., Schwartzman, S., Busemeyer, M., Cloete, N., Drori, G., Lassnigg, L., Schober, B., Schweisfurth, M., Verma, S. (2018) The contribution of education to social progress. Cambridge University Press
Murphy, M. (2018) The legacy of postmodernism in educational theory. Educational Philosophy and Theory, 50, pp. 1332-1333. (doi: 10.1080/00131857.2018.1462510)
Read, B., Leathwood, C. (2018) Tomorrow’s a mystery: constructions of the future and ‘un/becoming’ amongst ‘early’ and ‘late’ career academics. International Studies in Sociology of Education, 27, pp. 333-351. (doi: 10.1080/09620214.2018.1453307)
Read, B. (2018) Truth, masculinity and the anti-elitist backlash against the university in the age of Trump. Teaching in Higher Education, 23, pp. 593-605. (doi: 10.1080/13562517.2018.1457636)
Nesterova, Y., Jackson, L. (2018) Understanding the ‘local’ in indigenous Taiwan. International Education Journal: Comparative Perspectives, 17, pp. 55-66.
2017
Salokangas, M., Ainscow, M. (2017) Inside the Autonomous School: Making Sense of a Global Educational Trend. Routledge
Harvie, J. (2017) Interdisciplinary Learning.
Black, E. (2017) Childcare Practitioners' Perceptions of Numeracy: a Challenge to Vocational Training Curricula?
Conroy, J. C., Smith, R. D. (2017) The ethics of research excellence. Journal of Philosophy of Education, 51, pp. 693-708. (doi: 10.1111/1467-9752.12249)
Boeren, E. (2017) Key terms in comparative education.
Capsada-Munsech, Q. (2017) Overeducation: concept, theories, and empirical evidence. Sociology Compass, 11, (doi: 10.1111/soc4.12518)
Furlong, A., Goodwin, J., O'Connor, H., Hadfield, S., Hall, S., Lowden, K., Plugor, R. (2017) Young People in the Labour Market: Past, Present, Future. Routledge
Capsada-Munsech, Q., Valiente, O. (2017) WP6 Comparative Analysis Skills Supply and Demand.
Nesterova, Y. (2017) Indigenous peoples : key trends that affect their development. Impakter, pp. 28 Sep.
Harris, J., Carrington, S., Ainscow, M. (2017) Promoting Equity in Schools: Collaboration, Inquiry and Ethical Leadership. Routledge
Nesterova, Y. (2017) Shen-Keng Yang and Jia-Li Huang (eds). Teacher education in Taiwan: State control vs marketization. Policy Futures in Education, 15, pp. 805-807. (doi: 10.1177/1478210317725675)
Nesterova, Y. (2017) Indigenous peoples and their rights : how they started, why they matter. Impakter, pp. 28 Aug.
Parker, S. (2017) The Social Imaginary of Widening Participation Policy in Scotland and Australia.
Holloway, J., Sorensen, T., Verger, A. (2017) Global perspectives on high-stakes teacher accountability policies: an introduction. Education Policy Analysis Archives, 25, (doi: 10.14507/epaa.25.3325)
Odena, O. (2017) Las visiones de profesionales sobre proyectos intercomunitarios de educación musical en Irlanda del Norte. Revista da ABEM, 25, pp. 39-60.
Chapman, C., Chestnutt, H., Friel, N., Hall, S., Lowden, K. (2017) Taking the lead: teachers leading educational reform through collaborative enquiry in Scotland. Routledge
Hermannsson, K. (2017) The education sector in Scotland. Routledge
Chapman, C., van Amersfoort, D., Watson, N. (2017) What Works in Public Service Leadership: Exploring the Potential.
Nesterova, Y., Macaluso, A. (2017) Building safe resilient urban spaces : a discussion with Hague Institute researcher Agnese Macaluso. Impakter, pp. 16 May.
McKinney, S. J., Hall, S. T., Lowden, K. (2017) Catholic Schools and attainment in Scotland. Open House, 269, pp. 14-15.
Gale, T., Parker, S. (2017) The prevailing logic of teacher education: privileging the practical in Australia, England and Scotland. Springer
Lefebvre, E. E., Thomas, M. A. M. (2017) ‘Shit shows’ or ‘like-minded schools’: charter schools and the neoliberal logic of Teach For America. Journal of Education Policy, 32, pp. 357-371. (doi: 10.1080/02680939.2017.1280184)
Odena, O. (2017) Software for qualitative analysis [Virtual Special Issue on Software for Qualitative Analysis, Editorial] International Journal of Social Research Methodology, pp. 1.
Murphy, M. (2017) Subjectivation. Bloomsbury
Thomas, M. A. M. (2017) Teaching Comparative Education: Trends and Issues Informing Practice edited by Patricia K.Kubow and Allison H. Blosser. Oxford: Symposium Books Ltd., 2016. 212 pp.$72.00. ISBN 978-1-873927-82-3. Comparative Education Review, 61, pp. 217-220. (doi: 10.1086/690060)
Thomas, M. A. M., Salema, V. (2017) Learning about teaching: a collaborative research exploration of learner-centered pedagogy in Tanzania. Routledge
Gale, T., Parker, S. (2017) Retaining students in Australian higher education: cultural capital and field distinction. European Educational Research Journal, 16, pp. 80-96. (doi: 10.1177/1474904116678004)
Hodge, S., Parker, S. (2017) Accounting for practice in an age of theory: Charles Taylor’s theory of social imaginaries. Routledge
Conroy, J. (2017) El Brexit y alteridad: una modesta relexón asistemática. Dykinson
Kerr, K., Ainscow, M. (2017) Equity in Education: Time to Stop and Think. A Report on the State of Equity in the English Education System.
Thomas, M. A. M., McCormick, A. (2017) Exploring equity gaps in education: toward unity, not uniformity. International Education Journal: Comparative Perspectives, 16, pp. 1-4.
Nesterova, Y. (2017) Fabricating an educational miracle: Compulsory schooling meets ethnic rural development in southwest China. Jinting Wu. Albany, NY: SUNY, 2017. 290 pp., (hardcover), $85.00, ISBN: 978-1-4384-6037-6. Frontiers of Education in China, 12, pp. 438-441. (doi: 10.1007/s11516-017-0030-5)
Hermannsson, K. (2017) Higher Education Systems and Institutions, Iceland. Springer
Webb, S., Bathmaker, A.-M., Gale, T., Hodge, S., Parker, S., Rawolle, S. (2017) Higher vocational education and social mobility: educational participation in Australia and England. Journal of Vocational Education and Training, 69, pp. 147-167. (doi: 10.1080/13636820.2016.1269359)
Odena, O., Burgess, H. (2017) How doctoral students and graduates describe facilitating experiences and strategies for their thesis writing learning process: a qualitative approach. Studies in Higher Education, 42, pp. 572-590. (doi: 10.1080/03075079.2015.1063598)
Hermannsson, K., Lecca, P., Swales, J. K. (2017) How much does a single graduation cohort from further education colleges contribute to an open regional economy? Spatial Economic Analysis, 12, pp. 429-451. (doi: 10.1080/17421772.2017.1316417)
France, J., Schweisfurth, M., Bishop, B., Odena, O., Spence, C., Emeke, A., Erskine, C., Hadgu, G., Ahmed, H., Akhter, S., Diep, M., Kandil, B. (2017) Impact Evaluation of Connecting Classrooms Programme. Interim Report to British Council.
Mills, C., Molla, T., Gale, T., Cross, R., Parker, S., Smith, C. (2017) Metaphor as a methodological tool: identifying teachers’ social justice dispositions across diverse secondary school settings. British Journal of Sociology of Education, 38, pp. 856-871. (doi: 10.1080/01425692.2016.1182009)
Jackson, L., Nesterova, Y. (2017) Multicultural Hong Kong: alternative new media representations of ethnic minorities. Multicultural Education Review, 9, pp. 93-104. (doi: 10.1080/2005615X.2017.1313021)
(2017) Policy and Inequality in Education. 1, (doi: 10.1007/978-981-10-4039-9)
van Leeuwen, E., Clarke, G., Hermannsson, K., Swales, K. (2017) Potentials and prospects for micro-macro modelling in regional science. Springer
Boeren, E. (2017) Researching lifelong learning participation through an interdisciplinary lens. International Journal of Research and Method in Education, 40, pp. 299-310. (doi: 10.1080/1743727X.2017.1287893)
Shah, R., McCormick, A., Thomas, M. A. M. (2017) Shifting tides: reflecting on regional aspects of our roles as comparative and international educators. International Education Journal: Comparative Perspectives, 16, pp. 49-68.
Boeren, E., James, N. (2017) Special Issue: advancing theory and research in widening participation. Studies in Continuing Education, 39, pp. 117-119. (doi: 10.1080/0158037X.2017.1318540)
Hermannsson, K., Lisenkova, K., Lecca, P., McGregor, P. G., Swales, J. K. (2017) The external benefits of higher education. Regional Studies, 51, pp. 1077-1088. (doi: 10.1080/00343404.2016.1172062)
Gale, T., Molla, T., Parker, S. (2017) The illusion of meritocracy and the audacity of elitism: expanding the evaluative space in education. Springer Singapore
Boeren, E. (2017) Understanding adult lifelong learning participation as a layered problem. Studies in Continuing Education, 39, pp. 161-175. (doi: 10.1080/0158037X.2017.1310096)
Nash, C., Nesterova, Y., Primrose, K., Chan, W.Y.A., Rios, R.A., Flores, M.J.V., Zowmi, A. (2017) Youth-led Guide on Prevention of Violent Extremism Through Education.
2016
Valiente, O., Scandurra, R. (2016) Challenges to the implementation of dual apprenticenships in OECD countries: A literature review. Springer International Publishing
Lowden, K., Valiente, O., Capsada-Munsech, Q. (2016) WP3 Policy Mapping, Review and Analysis.
Murphy, M. (2016) Introduction: putting Habermas to work in social research. Routledge
(2016) Habermas and Social Research: Between Theory and Method.
Ainscow, M. (2016) Schools Challenge Cymru: A catalyst for change? Cylchgrawn Addysg Cymru = Wales Journal of Education, 18, pp. 6-22. (doi: 10.16922/wje.18.2.3)
Ainscow, M. (2016) Diversity and equity: A global education challenge. New Zealand Journal of Educational Studies, 51, pp. 143-155. (doi: 10.1007/s40841-016-0056-x)
Gale, T., Parker, S. (2016) Coming to Terms with Aspiration for Higher Education.
Schweisfurth, M., Davies, L., Pe Symaco, L., Valiente, O., Robles, C. (2016) Developmental Leadership in the Philippines: Educational Experiences, Institutions and Networks. Research paper: 39.
Gale, T., Parker, S. (2016) Conceiving of aspiration for higher education and the terms of recognition.
Chapman, C., Lowden, K., Chestnutt, H., Hall, S., McKinney, S., Friel, N. (2016) The School Improvement Partnership Programme: Sustaining Collaboration and Enquiry to Tackle Educational Inequity.
Boeren, E. (2016) The blended learning environment in higher education: the tutor and student perspective. IGI Global Editions
Murphy, M. (2016) Rethinking practice, research and education: a philosophical enquiry. By K. Flint. British Journal of Educational Studies, 64, pp. 395-397. (doi: 10.1080/00071005.2016.1210307)
Boeren, E. (2016) Lifelong Learning Participation as an Interdisciplinary Theory.
Hermannsson, K. (2016) Beyond intermediates: the role of consumption and commuting in the construction of local input-output tables. Spatial Economic Analysis, 11, pp. 315-339. (doi: 10.1080/17421772.2016.1177194)
Dimmock, C., Tan, C. Y. (2016) Explaining the success of the world's leading education systems: the case of Singapore. British Journal of Educational Studies, 64, pp. 161-184. (doi: 10.1080/00071005.2015.1116682)
Bhakta, D., Boeren, E. (2016) Training needs of early career researchers in research-intensive universities. International Journal for Researcher Development, 7, pp. 84-102. (doi: 10.1108/IJRD-06-2015-0017)
Ainscow, M., Dyson, A., Hopwood, L., Thomson, S. (2016) Primary Schools Responding to Diversity: Barriers and Possibilities.
Boeren, E., Holford, J. (2016) Vocationalism varies (a lot): a 12-country multivariate analysis of participation in formal adult learning. Adult Education Quarterly, 66, pp. 120-142. (doi: 10.1177/0741713615624207)
Ainscow, M. (2016) Collaboration as a strategy for promoting equity in education: possibilities and barriers. Journal of Professional Capital and Community, 1, pp. 159-172. (doi: 10.1108/JPCC-12-2015-0013)
Hermannsson, K., Lecca, P. (2016) Human capital in economic development: from labour productivity to macroeconomic impact. Economic Papers, 35, pp. 24-36. (doi: 10.1111/1759-3441.12126)
Costa, C., Murphy, M. (2016) Digital scholarship: Recognizing new practices in academia. Springer
Murphy, M. (2016) Universities and the politics of autonomy. Springer
Hermannsson, K. (2016) Economic impact of education: evidence and relevance. Sage
Deppeler, J., Ainscow, M. (2016) Using inquiry-based approaches for equitable school improvement. School Effectiveness and School Improvement, 27, pp. 1-6. (doi: 10.1080/09243453.2015.1026671)
Messiou, K., Ainscow, M., Echeita, G., Goldrick, S., Hope, M., Paes, I., Sandoval, M., Simon, C., Vitorino, T. (2016) Learning from differences: a strategy for teacher development in respect to student diversity. School Effectiveness and School Improvement, 27, pp. 45-61. (doi: 10.1080/09243453.2014.966726)
Dimmock, C., Chapman, C., Schweisfurth, M., Donaldson, G., Long, L. K., Cuong, T. Q., Bich, N. T. N., Hai, P. T. T., Trang, B. M., Hung, L. T., Phong, T. C., Thai, L. V., Huong, P. D. H., Loan, D. T. B., Lan, D. D., Tung, N. B. (2016) Capacity building through professional development and collaborative research to enable educational reform implementation in Vietnam. Phase 1 Report of Research Project to University of Glasgow and British Council, Vietnam.
Dimmock, C. (2016) Conceptualising the research–practice–professional development nexus: mobilising schools as ‘research-engaged’ professional learning communities. Professional Development in Education, 42, pp. 36-53. (doi: 10.1080/19415257.2014.963884)
Reynolds, D., Chapman, C., Muijs, D., Sammons, P., Teddlie, C. (2016) Conclusions: the future of EER and some suggestions and speculations. Routledge
Reynolds, D., Chapman, C., Kelly, A. (2016) Educational effectiveness and improvement research and educational policy: The rise of performance based reforms. Routledge
Chapman, C., Reynolds, D., Muijs, D., Sammons, P., Teddlie, C., Clarke, P. (2016) Educational effectiveness and improvement: research and practice (EEI): the emergence of the discipline. Routledge
Reynolds, D., Teddlie, C., Chapman, C. (2016) Effective school processes. Routledge
Odena, O., Summers, M., Jaap, A., Rodriguez, A. (2016) Exploring the potential of music education for integrating newly arrived children in Scottish schools.
Read, B. (2016) Gender and higher education. Springer
Salokanagas, M., Chapman, C., Beach, D. (2016) Independent state-funded schools and system change: addressing educational equity? Tufnell Press
Costa, C., Murphy, M. (2016) Introduction: Theorising digital scholarship. Journal of Applied Social Theory, 1, pp. 1-4.
Chapman, C. (2016) Leading autonomous schools: academies, leadership and the self improving school system in England. Routledge
Boeren, E. (2016) Lifelong Learning Participation in a Changing Policy Context. Palgrave Macmillan
Odena, O., Summers, M., Jaap, A., Rodriguez, A. (2016) Music for Integration Research Briefing (Poster)
Odena, O., Summers, M., Jaap, A., Rodriguez, A. (2016) Music for Integration Research Briefing: Exploring the Potential of Music Education for Integrating Newly Arrived Children in Schools.
Chapman, C. (2016) Networking for educational equity: rethinking improvement within, between and beyond schools. Sage
Nesterova, Y. (2016) Principles for developing a culturally responsive and inclusive classroom. University of Hong Kong
Chapman, C., Chestnutt, H., Friel, N., Hall, S., Lowden, K. (2016) Professional capital and collaborative inquiry networks for educational equity and improvement? Journal of Professional Capital and Community, 1, pp. 178-197. (doi: 10.1108/JPCC-03-2016-0007)
Hadfield, M., Chapman, C. (2016) Qualitative methods in educational improvement and effectiveness. Routledge
Dimmock, C., Tan, C. Y. (2016) Re-conceptualising learning-centred (instructional) leadership: an obsolete concept in need of renovation. Leading and Managing, 22, pp. 1-17.
Conroy, J. C. (2016) Religious Education and religious literacy – a professional aspiration? British Journal of Religious Education, 38, pp. 163-176. (doi: 10.1080/01416200.2016.1139891)
Franchi, L., Conroy, J., McKinney, S. (2016) Religious education. SAGE
Conroy, J. C. (2016) Religiöse Bildung und religiöse Literacy – eine professionelle Aspiration? Zeitschrift für Pädagogik und Theologie, 68, (doi: 10.1515/zpt-2016-0020)
Gu, Q., Schweisfurth, M. (2016) Studying abroad and coming home: the experiences of Chinese students and returnees. Edward Elgar
Dimmock, C. (2016) System leadership for school improvement: A developing concept and set of practices. Scottish Educational Review, 48, pp. 60-79.
Bhagavatheeswaran, L., Nair, S., Stone, H., Isac, S., Hiremath, T., T., R., Vadde, K., Doddamane, M., Srikantamurthy, H.S., Heise, L., Watts, C., Schweisfurth, M., Bhattacharjee, P., Beattie, T. S. (2016) The barriers and enablers to education among scheduled caste and scheduled tribe adolescent girls in northern Karnataka, South India: A qualitative study. International Journal of Educational Development, 49, pp. 262-270. (doi: 10.1016/j.ijedudev.2016.04.004)
McKinney, S. J., Conroy, J. C. (2016) The continued existence of state-funded schools in Scotland. Routledge
Odena, O. (2016) Towards a useful paradigm for teacher-research.
Nesterova, Y., Jackson, L. (2016) Transforming service learning for global citizenship education: moving from affective-moral to social-political. Revista Española de Educación Comparada, 2016, pp. 73-90. (doi: 10.5944/reec.28.2016.17074)
Ainscow, M., Dyson, A., Goldrick, S., West, M. (2016) Using collaborative inquiry to foster equity within school systems: opportunities and barriers. School Effectiveness and School Improvement, 27, pp. 7-23. (doi: 10.1080/09243453.2014.939591)
Read, B., Kehm, B. M. (2016) Women as leaders of higher education institutions: a British-German comparison. Studies in Higher Education, 41, pp. 815-827. (doi: 10.1080/03075079.2016.1147727)
2015
Boeren, E. (2015) The blended learning environment in higher education: the tutor and student perspective. IGI Global Editions
O’Donnell, P., Murphy, M., Normand, C. (2015) The reinvigoration of Scottish further education sector: an exploration and analysis of the recent reforms. Scottish Educational Review, 47, pp. 59-77.
Gu, Q., Schweisfurth, M. (2015) Transnational connections, competences and identities: experiences of Chinese international students after their return 'home' British Educational Research Journal, 41, pp. 947-970. (doi: 10.1002/berj.3175)
Lowden, K., Hall, S., Friel, N. (2015) Evaluation of the SSERC Primary Cluster Programme in Science and Technology: Final Report.
Hargreaves, A., Ainscow, M. (2015) The top and bottom of leadership and change. Phi Delta Kappan, 97, pp. 42-48. (doi: 10.1177/0031721715614828)
Odena, O. (2015) La investigación en educación musical dentro de las ciencias sociales. Reflexiones desde el Reino Unido. Revista Electrónica Complutense de Investigación en Educación Musical, 12, pp. 1-10. (doi: 10.5209/rev_RECIEM.2015.v12.49141)
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Chapman, C., Hall, S., Hayward, L., Livingston, K., Lowden, K., McKinney, S., Watters, N. (2015) Knowledge into Action in Education: Research and Development Project. Final Report.
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Hall, S., Lowden, K., Wardle, G., Watters, N., Hermannsson, K., Friel, N., Hermannsson, K., Renfrewshire Council, , Macmillan-Currie, J. (2015) Renfrewshire Families First Evaluation.
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Ehrich, L., Harris, J., Klenowski, V., Smeed, J., Ainscow, M. (2015) Ethical leadership in a time of increasing accountability. Leading and Managing, 21, pp. 22-35.
Chapman, C. (2015) From one school to many: reflections on the impact and nature of school federations and chains in England. Educational Management Administration and Leadership, 43, pp. 46-60. (doi: 10.1177/1741143213494883)
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Chapman, C., Muijs, D. (2015) Collaborative turnaround for schools in difficulty. Elsevier Ltd
Barg, K., Conroy, J. (2015) Does Character Education Work? - A study of a pedagogical intervention in Scottish secondary schools.
Costa, C., Murphy, M. (2015) Doxa, digital scholarship and the academy. Routledge
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Novelli, M., Doust, G., Selby, J., Valiente, O., Scandurra, R., Kuol, L., Salter, E. (2015) Education Sector Management and Governance, Inequity, Conflict and Peacebuilding in South Sudan.
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Leitch, R. M., Conroy, J. C. (2015) Masks as methodology and the phenomenological turn: issues of interpretation. Springer
Conroy, J. C., Davis, R. A., Enslin, P. (2015) Philosophy as a basis for policy and practice: what confidence can we have in philosophical analysis and argument? Routledge
Chapman, A.L., Hadfield, M., Chapman, C.J. (2015) Qualitative research in healthcare: an introduction to grounded theory using thematic analysis. Journal of the Royal College of Physicians of Edinburgh, 45, pp. 201-205. (doi: 10.4997/JRCPE.2015.305)
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Murphy, M., France, A., Costa, C., Burke, C. (2015) Symposium, the application of habitus in the social sciences.
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Gu, Q., Schweisfurth, M. (2015) Transnational flows of students: in whose interest? For whose benefit? Routledge
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