School of Education

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)

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.

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)

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

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)

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)

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

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

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)

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)

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

Loudon, E., Neary, J., McAteer, B., Higgins, K., Chapman, C. (2023) A causeway to impact: a proposed new integrated framework for intergenerational community-based participatory action research. Children and Society, (doi: 10.1111/chso.12815)

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, (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)

Scandurra, R., Kelly, D., Fusaro, S., Cefalo, R., Hermannson, K. (2023) Do employability programmes in higher education improve skills and labour market outcomes? A systematic review of academic literature. Studies in Higher Education, (doi: 10.1080/03075079.2023.2265425)

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)

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

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)

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, (doi: 10.1177/16094069231189369)

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

Nguyen, D., Boeren, E., Maitra, S., Cabus, S. (2023) A review of the empirical research literature on PLCs for teachers in the Global South: evidence, implications, and directions. Professional Development in Education, (doi: 10.1080/19415257.2023.2238728)

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.

Greany, T., Cowhitt, T., Downey, C. (2023) 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, (doi: 10.1007/s10833-023-09485-7)

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

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, (doi: 10.1080/0158037x.2023.2199201)

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)

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

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

Knight, J., Lee, J. (2023) International joint, double and consecutive degree programs: new developments, issues and challenges. Routledge (Taylor & Francis)

Torrance, D., Mitchell, A., Harvie, J., McMahon, M., Forde, C. (2023) Leadership and management: a relevant distinction for leadership in education? Edward Elgar Publishing

Figueiredo, S., Odena, O. (2023) The impact of music education in social projects: two cases in South Brazil. Routledge

Constantinides, M., Eleftheriadou, S. (2023) The role of leadership in communities of learning | Kāhui Ako: a systematic literature review. New Zealand Journal of Educational Studies, 58, pp. 341-359. (doi: 10.1007/s40841-023-00295-2)

Odena, O. (2023) The role of music in social projects: an introduction to its well-being benefits. Mental Health and Social Inclusion, 27, pp. 210-219. (doi: 10.1108/MHSI-01-2023-0013)

Slade, B., Dagar, P. (2023) Tracing longitudinal impact of Professor Lalage Bown: international master in adult education for social change. Firenze University Press

Rodriguez Sanchez, A., Odena, O., Cabedo-Mas, A. (2023) Using sound ethnography to study a social music programme in Colombia. Routledge

Capsada-Munsech, Q. (2022) Les expectatives formatives i professionals dels i les joves: un abordatge des de l'orientació escolar. Fundació Jaume Bofill

Moskal, M., Martin, F., Bauschke-Urban, C., Hu, M., Read, B. (2022) Intersecting inequalities in mobility of international students from Asia and Africa [Symposium]

(2022) Australian Universities: A conversation about public good.

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

Fontdevila, C., Valiente, O., Schneider, S. (2022) An organized anarchy? Understanding the role of German cooperation in the construction and export of the dual training model. International Journal of Training and Development, 26, pp. 585-605. (doi: 10.1111/ijtd.12274)

Mulvey, B. (2022) Participatory parity as a way forward for critical internationalisation studies. Studies in Higher Education, 47, pp. 2417-2429. (doi: 10.1080/03075079.2022.2072481)

Odena, O., Figueiredo, S., González-Moreno, P. A., Green, A., Howell, G., Pairon, L., Rodríguez-Sánchez, A., Slatcher, S., Zapata-Restrepo, G. (2022) Can Music be a Tool for Social Transformation? (doi: 10.33424/FUTURUM318)

Bravo, P., Valiente, O., Hurrell, S., Capsada-Munsech, Q. (2022) Private-led policy transfer: the adoption of sector skills councils in Chile. Compare: A Journal of Comparative and International Education, (doi: 10.1080/03057925.2022.2133535)

Shields, R., Lee, J.T. (2022) Academic mobility: Global trends and future prospects. Elsevier

Lefebvre, E. E., Pradhan, S., Thomas, M. A. M. (2022) The discursive utility of the global, local, and national: teach for all in Africa. Comparative Education Review, 66, pp. 620-642. (doi: 10.1086/721709)

Thomas, M. A. M., Baxendale, H. (2022) Wendy Kopp. Palgrave Macmillan

Sorensen, T. (2022) Globalization, teachers, and teacher education: theories, themes, and methodologies. Palgrave Macmillan

Mulvey, B., Wright, E. (2022) Global and local possible selves: differentiated strategies for positional competition among Chinese university students. British Educational Research Journal, 48, pp. 841-858. (doi: 10.1002/berj.3797)

Neary, J., Chapman, C., Hall, S., Lowden, K. (2022) Local authorities and school-to-school collaboration in Scotland. Emerald Publishing

Forde, C., Kerrigan, K. (2022) Middle leaders in the schools. Palgrave Macmillan

Gale, T., Parker, S. (2022) The problem with higher education student completions in the global north. Elsevier

Leathwood, C., Read, B. (2022) Short-term, short-changed? A temporal perspective on the implications of academic casualisation for teaching in higher education. Teaching in Higher Education, 27, pp. 756-771. (doi: 10.1080/13562517.2020.1742681)

Lefebvre, E., Thomas, M. A.M., Crawford-Garrett, K. (2022) The progressive neoliberalism of Teach For America. Routledge

Wright, E., Mulvey, B. (2022) The promised capitals of international high school programmes and the global field of higher education: the case of Shenzhen, China. Journal of Research in International Education, 21, pp. 87-104. (doi: 10.1177/14752409221122070)

Black, E., Makara Fuller, K. (2022) Feelings about feedback: who cares about what? Practice and Evidence of the Scholarship of Teaching and Learning in Higher Education,

Henthorn, R., Lowden, K., McArdle, K. (2022) ‘It gives meaning and purpose to what you do’: Mentors’ interpretations of practitioner action research in education. Educational Action Research, (doi: 10.1080/09650792.2022.2106260)

Thomas, M. A. M. (2022) Curricular conundrums: internationalising teaching and teacher education in Wisconsin. Teachers and Teaching: Theory and Practice, (doi: 10.1080/13540602.2022.2098270)

Constantinides, M. (2022) Executive leadership and the coupling nature of the relationship between educational organizations and member schools in England. Leadership and Policy in Schools, (doi: 10.1080/15700763.2022.2098505)

Kerrigan, K. (2022) Building Leadership Capacity; Middle Leadership Development in Scotland.

Harvie, J., Robertson, Z., Brack, K. (2022) Be Prepared! – What Can We Learn About Leadership Preparation From the Lived Experiences of School Leaders During a Time of Crisis?

Lo, W. Y. W., Lee, J. T., Abdrasheva, D. (2022) Global pedigree and national imperative: Hong Kong universities’ response to China’s grand strategies. Higher Education, 84, pp. 141-157. (doi: 10.1007/s10734-021-00758-9)

Khanolainen, D., Nesterova, Y., Semenova, E. (2022) Indigenous education in Russia: opportunities for healing and revival of the Mari and Karelian Indigenous groups? Compare: A Journal of Comparative and International Education, 52, pp. 768-785. (doi: 10.1080/03057925.2020.1834350)

Xu, Y., Schweisfurth, M., Read, B. (2022) Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China. Comparative Education, 58, pp. 345-363. (doi: 10.1080/03050068.2022.2062950)

Mulvey, B. (2022) Pluralist internationalism, global justice and international student recruitment in the UK. Higher Education, 84, pp. 1-16. (doi: 10.1007/s10734-021-00750-3)

Harvie, J., Torrance, D. (2022) School Leaders as Research Participants: What Questions Should We Ask About Their Experiences as Research Participants?

Tan, C. Y., Dimmock, C. (2022) The relationships among between-class ability grouping, teaching practices, and mathematics achievement: a large-scale empirical analysis. Educational Studies, 48, pp. 471-489. (doi: 10.1080/03055698.2020.1780416)

Mulvey, B., Mason, M. (2022) ‘It’s kind of becoming a culture’: how habitus influences the migration trajectories of African students in China. Journal of Ethnic and Migration Studies, 48, pp. 3005-3021. (doi: 10.1080/1369183X.2021.1929108)

Schweisfurth, M. (2022) The development discourse of "quality teachers": implications for teacher professional development. Palgrave Macmillan

Mulvey, B. (2022) Global inequality, mobility regimes and transnational capital: the post-graduation plans of African student migrants. Sociology, 56, pp. 413-429. (doi: 10.1177/00380385211037574)

Boeren, E., Íñiguez-Berrozpe, T. (2022) Unpacking PIAAC’s cognitive skills measurements through engagement with Bloom’s taxonomy. Studies in Educational Evaluation, 73, (doi: 10.1016/j.stueduc.2022.101151)

Capsada-Munsech, Q., Chan, R., Tikkanen, J., Valiente, O. (2022) Institutional, economic-material, and discursive opportunity structures influencing support and guidance policies for young people in Austria, Finland, and Scotland. Palgrave Macmillan

Peters, M. A. et al. (2022) Reimagining the new pedagogical possibilities for universities post-Covid-19. Educational Philosophy and Theory, 54, pp. 717-760. (doi: 10.1080/00131857.2020.1777655)

Schweisfurth, M., Thomas, M. A.M., Smail, A. (2022) Revisiting comparative pedagogy: methodologies, themes, and research communities since 2000. Compare: A Journal of Comparative and International Education, 52, pp. 560-580. (doi: 10.1080/03057925.2020.1797475)

Read, B. (2022) The Roma in European higher education: re-casting identities, reimagining futures. Journal of Education Policy, 37, pp. 506-507. (doi: 10.1080/02680939.2021.1907995)

Wang, S., Moskal, M., Schweisfurth, M. (2022) The social practice of silence in intercultural classrooms at a UK university. Compare: A Journal of Comparative and International Education, 52, pp. 600-617. (doi: 10.1080/03057925.2020.1798215)

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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

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Hodge, S., Parker, S. (2019) Social imaginaries in education research. Routledge

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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

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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

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Spina, N., Harris, J., Carrington, S., Ainscow, M. (2019) Resisting governance by numbers: some lessons from schools. Routledge

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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

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Black, E. (2019) Supporting the Development of Academic Study Skills Using Access-Restricted Online Tasks.

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Dimmock, C. (2019) Implementing Vietnam’s School Renovations’ Policy: Developing Teachers and School Leaders.

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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)

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McCormick, A., Thomas, M. A. M. (2019) Teaching undergraduate comparative and international education: pedagogy, social justice and global issues in education. Springer International Publishing

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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.

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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)

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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.

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

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

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

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

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

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

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

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

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

Boeren, E. (2018) Foreward. IGI Global

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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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.

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.

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)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Murphy, M. (2017) Subjectivation. Bloomsbury

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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)

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)

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

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

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

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

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

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

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

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

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

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

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

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

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

(2015) Fifty Years of Comparative Education.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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