School of Education

McQuade, M., Mitchell, A., Douglas, H., McConalogue, A. (2025) The Key Role Of Mentorship in Early Years’ Heads’ Professional Development Trajectories: Early Impact Of A University And District Partnership Programme.

Harvie, J., Arthur, J., Corrall, W. (2025) Interdisciplinary Learning: A Study of Practice within Secondary Schools in Glasgow.

Constantinides, M. (2025) Leadership at the boundaries of schools: navigating the complexities of collaboration. Educational Management Administration and Leadership, (doi: 10.1177/17411432251343995)

Mulvey, B., Li, B. (2025) The negotiation of socio‐spatial background among elite Chinese university graduates. Population, Space and Place, 31, (doi: 10.1002/psp.70055)

Mitchell, A., Arthur, J., Hamilton, C., Baker, M., Constantinides, M., Hutchison, D., Harvie, J. (2025) Amplifying the Voices and Experiences of Practising Education Leaders through Development of a Journal: Leadership, Scholarship and Praxis in Education.

Capsada-Munsech, Q., Ortiz-Gervasi, L. (2025) Crowding-out or ‘one-size-fits-all’ occupation? A regional exploration of youth overeducation in Spain. International Labour Review, 164, pp. 1-23. (doi: 10.16995/ilr.18846)

Harvie, J., Mitchell, A., Constantinides, M. (2025) Developing and Sustaining 'Successful' School Leadership: Perspectives from Scotland.

Harvie, J., Arthur, J. (2025) Interdisciplinary Learning: a Study in Secondary Schools in Glasgow.

Harvie, J. (2025) School Principal Preparation: a Qualitative Study of the Scottish Into Headship Programme.

Bergh, A., Murphy, M., Nylund, M. (2025) The rise of law in education - exploring three drivers of juridification in the context of a changing welfare state. Journal of Education Policy, (doi: 10.1080/02680939.2025.2517683)

Ainscow, M., Chapman, C. (2025) Developing equitable education systems: propositions and barriers. Journal of Educational Change, (doi: 10.1007/s10833-025-09527-2)

Kennedy, B. L., Lowden, K., Brack, K. (2025) An Introduction to the Centre for Teaching Excellence’s Research Briefs: Identifying, Selecting, Reading, and Synthesising Research. Research Brief. (doi: 10.36399/gla.pubs.355109)

Kennedy, B. L., Shannon, L., Lowden, K. (2025) Coimhearsnachdan Cleachdaidh a chumas Taic ri Tidsearan gus a dhol an sàs ann an Rannsachadh. Geàrr-phàipear Rannsachaidh. (doi: 10.36399/gla.pubs.355122)

Kennedy, B. L., Shannon, L., Lowden, K. (2025) Communities of Practice to Support Educator Engagement with Research. Research Brief. (doi: 10.36399/gla.pubs.355113)

Kennedy, B. L., Lowden, K., Brack, K. (2025) Mìneachadh air Geàrr-phàipearan Rannsachaidh an Ionaid Shàr-mhathais ann an Teagasg: A’ comharrachadh, a’ taghadh, a’ leughadh agus a’ cur rannsachadh còmhla. Geàrr-phàipear Rannsachaidh. (doi: 10.36399/gla.pubs.355110)

Kennedy, B. L., Brack, K., Lowden, K. (2025) Practitioner Enquiry as Professional Learning for Improving Teaching. Research Brief. (doi: 10.36399/gla.pubs.355130)

Kennedy, B. L., Brack, K., Lowden, K. (2025) Rannsachadh Luchd-cleachdaidh mar Ionnsachadh Proifeiseanta a bheir Piseach air Teagasg. Geàrr-phàipear Rannsachaidh. (doi: 10.36399/gla.pubs.355131)

Brown, R. (2025) Understanding and creating learning spaces in research with primary children in Tanzania. Compare: A Journal of Comparative and International Education, (doi: 10.1080/03057925.2025.2510944)

Murphy, M., Costa, C. (2025) The digital public sphere, universities and public intellectualism. Studies in Higher Education, (doi: 10.1080/03075079.2025.2500694)

McQuade, M., Black, E. (2025) Navigating the Next Chapter: a Reflective Toolkit for Graduating Students.

Baldan Babayiğit, B., Boeren, E., Clancy, S., Evangelista, Z., Holford, J., Capsada-Munsech, Q. (2025) Unravelling the data puzzle: a total survey error perspective on adult learning and education participation in the UK. International Journal of Lifelong Education, 44, pp. 273-290. (doi: 10.1080/02601370.2025.2493798)

McCandlish, A., McQuade, M., Soussi, E., Currie, L. (2025) SoTL Journeys - Creating a culture of scholarship in the School of Education.

Brown, R., Schweisfurth, M. (2025) Considering “context” in comparative and international education. Bloomsbury Publishing

Nesterova, Y., Anderson, S. (2025) “Peace is a beacon of hope”: young people’s commitment to building a culture of peace in Scotland. Journal of Peace Education, (doi: 10.1080/17400201.2025.2496407)

Schweisfurth, M. (2025) Bordering, de-bordering and re-bordering comparative and international pedagogy. Compare: A Journal of Comparative and International Education, 55, pp. 301-312. (doi: 10.1080/03057925.2025.2459926)

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. (2025) 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, 4, pp. 113-129. (doi: 10.1177/27526461231194788)

Currie, L., Soussi, E., McQuade, M., McCandlish, A. (2025) SOTL Journeys with Professor Jo Edson Ferrie.

(2025) The Bloomsbury Handbook of Method in Comparative and International Education.

Osborne, M., Nesterova, Y., Schweisfurth, M., Roy, S., de los Reyos, M. (2025) Learning Neighbourhoods – why they matter. PASCAL Briefing Paper 31.

Wang, L., Odena, O. (2025) Improving classroom inclusion through Orff-inspired music education: a study from a secondary school in Fujian, China. Music Education Research, 27, pp. 191-202. (doi: 10.1080/14613808.2025.2465238)

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.

McQuade, M., McCandlish, A. (2025) The Learning, Teaching and Scholarship Podcast: Choose your own SoTL adventure.

Harvie, J., Robertson, Z., Brack, K. (2025) Preparing, recruiting and retaining school principals: lessons from Into Headship, the Scottish headteacher preparation programme. Springer Nature

Arthur, J., Corral, W., Harvie, J. (2025) Interdisciplinary learning: A study of practice within secondary schools in Glasgow, Scotland. Journal of Leadership, Scholarship and Praxis in Education, 1, pp. 6-18. (doi: 10.36399/qc05sb75)

Kuombola, H., Niwamanya, M., Chiwaula, L., Hermannsson, K., Keenan, A., Atitsogbui, A., Di Marzo, N., Ginja, T. G., Igga, C., Kamugisha, E., Kandidziwa, S., Meke, E., Mulat, A., Mutala, G., Mwafulirwa, A., Ng’oma, I., Nkhata, D., Odena, O., Ongaya, D., Ross, S. (2025) Baseline Study on Scaling-Up Innovative Gender Inclusion and Safeguarding Approaches: Evidence from Malawi, Uganda and Ethiopia. (doi: 10.36399/gla.pubs.349368)

Soussi, E., Currie, L., McQuade, M., McCandlish, A. (2025) SoTL journeys with Sarah Honeychurch and Nathalie Tasler.

Hosseini, D. (2025) Pernicious ignorance and the marginalisation of third space professionals: reflections on lived experience. Journal of Learning Development in Higher Education, (doi: 10.47408/jldhe.vi33.1234)

McQuade, M., Conaway, T. (2025) Five-Minute Starts: Fifteen Ideas to Ignite Your Class.

Amaglo Mensah, T. D., Nesterova, Y. (2025) Rethinking and decolonising peace education in Ghanaian secondary schools: exploring teachers’ perspectives. Journal of Peace Education, (doi: 10.1080/17400201.2025.2454407)

Nasir, R., Dagar, P. (2025) Adult Education: Exploring the inequalities in the world’s most populated country.

Leyton, D., Read, B., Slade, B., Evangelista, Z., Maitra, S., Maitra, S. (2025) Affective inequalities beyond heteronormativity. Impostor feelings, wellbeing and belonging in STEM students in the UK and India. Educational Review, (doi: 10.1080/00131911.2024.2438877)

Thomas, M. A.M., Jules, T. D. (2025) Conclusion: musings on method in comparative and international education. Bloomsbury

DeLaquil, T., Thomas, M. A.M. (2025) Critical and multimodal discourse analysis in comparative and international education: methodological considerations. Bloomsbury

Mitchell, A., Harvie, J., Baker, M. (2025) Critical leadership praxis (CLP) in global complexity: promoting principalship agency through intersecting educational spaces. IAP

Thomas, M. A.M., Engel, L., Xu, L. R.-h. (2025) Interviews and focus groups in comparative and international education: more than merely talking. Bloomsbury

(2025) Latin American and Caribbean Perspectives on Professional Learning Research, Policy and Practice. [Guest Editors] Professional Development in Education Volume 51, 2025 - Issue 1.

Thomas, M. A.M., Schweisfurth, M. (2025) Method matters: an introduction to method in comparative and international education. Bloomsbury

Luoto, J., Rodríguez-Gómez, D., Thomas, M. A.M. (2025) Observations in comparative and international education: from highly structured to ethnographic approaches. Bloomsbury

Schweisfurth, M. (2025) Polarised Logics of Pedagogy: Crises, Contexts and Classrooms in the Global South. Routledge

Chapman, C., Montecinos, C. (2025) Professional learning in Latin America and the Caribbean: towards a Networked Learning System? Professional Development in Education, 52, pp. 1-6. (doi: 10.1080/19415257.2025.2446110)

Kalenda, J., Boeren, E. (2025) Revisiting the triadic classification of learning activities: rethinking their measurement. International Journal of Lifelong Education, 44, pp. 257-272. (doi: 10.1080/02601370.2025.2489506)

Murphy, M. (2025) The contradictions of legitimation strategies and the welfaring of education. Cambridge Journal of Education, 55, pp. 189-204. (doi: 10.1080/0305764X.2025.2480571)

Murphy, M., Ydesen, C. (2025) The moral grounding of changing educational assessment and accountability: a theoretically informed analysis of moral assemblages in Denmark. Oxford Review of Education, 51, pp. 160-177. (doi: 10.1080/03054985.2024.2439300)

Schweisfurth, M. (2025) What connects, works: toward epistemic humility and meaningful action. Routledge

Boeren, E., McMahon, M., Coll, R. (2024) Religion, research and the REF-UoA23 education: a thematic investigation. British Journal of Religious Education, (doi: 10.1080/01416200.2024.2446359)

Shields, S., Schartner, A., Curtis, W., Murphy, M. (2024) Research and Education: An Introduction to Methods, Approaches and Processes [2nd ed.] Routledge

Sharma, N., Dagar, P. (2024) Critiquing the concept of ‘self‑reliance’ in informal sector training: a case study of Afghan refugee women in India. Routledge

Collier, D., Lowden, K., Hall, S., Li, S., Odena, O. (2024) Evaluation of LMNS and South Ayrshire Council Instrumental Music Service Programme: Final Report.

McQuade, M., Black, E. (2024) 12 Days of SoTL 2024 - #UofGSoTL: Reflective Practice.

Nesterova, Y., Couch, D., Nguyen, H. (2024) Teacher's understandings of barriers to Indigenous children's' academic success in Taiwan. British Educational Research Journal, 50, pp. 2937-2956. (doi: 10.1002/berj.4062)

Morris, C., Paksi, V., Read, B., Snickare, L., Tardos, K. (2024) Gendered precarity in higher education. Learning and Teaching, 17, pp. 1-18. (doi: 10.3167/latiss.2024.170301)

McQuade, M., Conaway, T. (2024) Creative Pedagogies: The First Five Minutes.

Black, E., McQuade, M. (2024) A Childcare Workforce Fit for a Fragile World.

Harvie, J. (2024) Professional Learning for Empowerment: A Qualitative Study of the Into Headship, Headteacher (School Principal) Preparation Programme in Scotland.

Vincent, M., De Amicis, L., Ghazali-Mohammed, Z., Saleh, A., Mair, C., Hosseini, D. (2024) Experiences and Challenges in Decolonising the Curriculum: What We Learned and Where Should We Go Now.

Hu, M., Moskal, M., Read, B. (2024) Mapping the emotions of racialised international students and the politics of exclusion in higher education. Higher Education, (doi: 10.1007/s10734-024-01362-3)

Boeren, E. (2024) Student diversity, university rankings and the positioning of Russell Group universities. Oxford Review of Education, (doi: 10.1080/03054985.2024.2427040)

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

Morris, C., Parada, F., Moreau, M.-P., Paksi, V., Read, B., Sautier, M., Tardos, K. (2024) Working Paper 41: Gender Inequity and Precarity in European Neoliberal Academia.

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)

Constantinides, M. (2024) Building and sustaining improvement in disruptive times: school leadership in Aotearoa New Zealand. Emerald Publishing Limited

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)

Anderson, S., Conroy, J., Ozsezer-Kurnuc, S., Jain, P., Davies, A. (2024) Reliability and Consistency in Judging New Teacher Practices – Why Does It Matter?

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

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

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

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

Hand, C. J., Thomas, M. A.M., Chipindi, J. S., Boeren, E., Kim, J., Lynch, P. (2024) A mixed-method evaluation of IT'S PLAY: Improving Teaching Skills on Playful Learning for Africa’s Youngest. Endline Report. (doi: 10.36399/gla.pubs.350344)

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., 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)

Nesterova, Y., Amaglo-Mensah, T. D., Bacquet, G. (2024) Nesterova, Y., & Dziedzom Amaglo-Mensah, T. (2024) Peace Education Podcast, episode 8 Decolonising non-violence: Contributions of Indigenous wisdom traditions. ft. Gaston Bacquet.

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)

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

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)

Henthorn, R., Lowden, K., McArdle, K. (2024) ‘It gives meaning and purpose to what you do’: Mentors’ interpretations of practitioner action research in education. Educational Action Research, 32, pp. 169-185. (doi: 10.1080/09650792.2022.2106260)

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

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)

Tan, C. Y., Dimmock, C., Walker, A. (2024) How school leadership practices relate to student outcomes: Insights from a three-level meta-analysis. Educational Management Administration and Leadership, 52, pp. 6-27. (doi: 10.1177/17411432211061445)

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)

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

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Murphy, M., St. John, S. (2019) Conclusion. Palgrave

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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

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James, N., Boeren, E. (2019) Adult education in austere times: an introduction. Palgrave Macmillan

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

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

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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?

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

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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.

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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.

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

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

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

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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)

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

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

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

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

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

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

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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

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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.

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

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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)

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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)

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

Harvie, J. (2017) Interdisciplinary Learning.

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

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

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

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

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

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

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

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

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.

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

Sorensen, T. (2016) Teachers and the global educational policy field. Emerald Group Publishing Ltd.

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.

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

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

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

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

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

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)