Professor Kay Livingston

Professor of Educational Research Policy and Practice (Culture, Literacies, Inclusion & Pedagogy)

telephone: 01413303059
email: Kay.Livingston@glasgow.ac.uk

College of Social Sciences, School of Education, St Andrews Building, R312 Level 3

Biography

Kay Livingston is Professor of Educational Research, Policy and Practice at the School of Education. She works closely with policy-makers, school leaders, teachers and key educational stakeholders at international, national and local levels. She is currently the Impact Champion for the School of Education, working with colleagues to develop and record the impact of their research beyond academia.

Since a secondment to an agency of the European Commission in Brussels in 1997, Kay’s work has had a strong international focus. She has developed knowledge and expertise in education systems across Europe. She is a member of the European Commission’s (EC) Education and Training (ET2020) Strategic Working Group on Schools and previously a member of the ET2020 Working Group on Teacher Education. She works with senior policy officials from Ministries of Education in the EU countries and has contributed to EC publications. For example, Shaping Career-long Perspectives on Teaching (2015); Erasmus+: A practical guide for school leaders (2015) and Supporting teacher and school leader careers: a policy guide (2020). She was a member of an International Evaluation Team invited by the Norwegian Research Council to undertake an evaluation of educational research in Norway (2016 - 2018). She is currently the Chair of Nordforsk’s Scientific Advisory Group (2018-2023) for research undertaken through their Education for Tomorrow initiative. She was a member of the Association for Teacher Education in Europe’s Administrative Council (2009 – 2019) and Chair of the Association’s Research and Development Community on the Professional Development of Teachers (2013 - 2020). She is an Associated Expert of the European Institute of Education and Social Policy. Kay is providing expert advice to the EC funded project, Enhancing learning through digital tools and practices: how digital technology in compulsory education can help promote inclusion (2020 – 2021) and to the EC funded project, How can policy reform for broad competence development in school education be effectively designed and implemented? (2021).

In 2007 – 2012 Kay undertook a secondment to Learning and Teaching Scotland, which became part of Education Scotland (a Scottish Government Agency with responsibility for supporting and improving education) as Director of International, Research and Innovation and Member of the Corporate Management Team. In this post she gained experience in the policy community and was responsible for research and innovation projects in a wide range of areas including: teacher professional development; leadership and mentoring; international and intercultural education; citizenship and sustainable development education; digital literacy; educational change and improvement. She was a member of the National Partnership Group set up by the Scottish Government to develop proposals in response to the report of a review of teacher education (Teaching Scotland’s Future, Donaldson, 2011) and was Chair of the National Partnership Group’s Sub-group on the Career-long Professional Learning of Teachers.

Former posts include Director of Scottish Teachers for a New Era at the University of Aberdeen (2005 –2007) and Director of the Quality in Education Research and Development Centre at the University of Strathclyde (2001- 2005).

Kay was Editor of the European Journal of Teacher Education (2005 – 2020) and Co-editor of the Curriculum Journal (2013 -2018). She was a member of the Editorial Board of the Asia Pacific Journal of Teacher Education.

Research interests

Her research interests include:

continuum of teacher education: understanding teachers as learners across all stages of their career
mentoring newly qualified teachers and teachers in the career-long professional learning phase
partnerships in teacher education
interaction between research, policy and practice in school education and in teacher education and interaction between curriculum, assessment and pedagogy
system and practice change processes
international and intercultural education
inclusive education
digital literacies, including digital assessment.

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2022 | 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2010 | 2009 | 2008 | 2007

Number of items: 65.

2024

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575, O'Sullivan, Carol and Attard, Karl eds. (2024) Characteristics and Conditions for Innovative Teachers: International Perspectives. Routledge: Abingdon. ISBN 9781032107608

Attard, Karl, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and O’Sullivan, Carol (2024) Transformative professional development to develop and support innovative teachers. In: Livingston, Kay, O'Sullivan, Carol and Attard, Karl (eds.) Characteristics and Conditions for Innovative Teachers: International Perspectives. Routledge: Abingdon, pp. 152-163. ISBN 9781032107608

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2024) Introduction to the Innovative Teachers Research Study. In: Livingston, Kay, O'Sullivan, Carol and Attard, Karl (eds.) Characteristics and Conditions for Innovative Teachers: International Perspectives. Routledge: Abingdon, pp. 1-16. ISBN 9781032107608

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Macfarlane, Gaele (2024) Characteristics and conditions to support innovative teachers: agency to transform learning and teaching. In: Livingston, Kay, O'Sullivan, Carol and Attard, Karl (eds.) Characteristics and Conditions for Innovative Teachers: International Perspectives. Routledge: Abingdon, pp. 36-52. ISBN 9781032107608

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575, O’Sullivan, Carol and Attard, Karl (2024) Innovative teachers from the perspective of teacher educators. In: Livingston, Kay, O'Sullivan, Carol and Attard, Karl (eds.) Characteristics and Conditions for Innovative Teachers: International Perspectives. Routledge: Abingdon, pp. 118-137. ISBN 9781032107608

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Waters-Davies, Jane (2024) Agency in negotiating partnerships in initial teacher education: shifting sands. European Journal of Teacher Education, 47(5), pp. 1073-1090. (doi: 10.1080/02619768.2024.2384477)

2023

Ling, Lorraine and Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2023) Universities in Times of Crisis and Disruption: Dislocated Complexity. Routledge: Abingdon. ISBN 9781032119540 (doi: 10.4324/9781003222316)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2023) What does quality teacher education mean and how can the preparation of future teachers be quality assured? In: Madalinska-Michalak, Joanna (ed.) Quality in Teaching and Teacher Education: International Perspectives from a Changing World. Series: Key Issues in Teacher Education: Policy, Research and Practice, 2. Brill, pp. 11-31. ISBN 9789004536593 (doi: 10.1163/9789004536609_002)

2022

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Ling, Lorraine (2022) Third space workers in higher education in times of dislocated complexity. European Journal of Education, 57(4), pp. 646-658. (doi: 10.1111/ejed.12523)

Eady, Sandra, Essex, Jane, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and McColl, Margaret (Eds.) (2022) Mentoring Teachers in Scotland: a Practical Guide. Series: Mentoring trainee and early career teachers. Routledge. ISBN 9780367405984

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2022) What do we mean by mentoring? The context for mentoring in Scotland. In: Eady, Sandra, Essex, Jane, Livingston, Kay and McColl, Margaret (eds.) Mentoring Teachers in Scotland: a Practical Guide. Series: Mentoring trainee and early career teachers. Routledge, pp. 3-18. ISBN 9780367405984 (doi: 10.4324/9780429356957-2)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575, Shiach, Lynne, Allen, Fiona and Smith, Niccy (2022) Mentoring in the career-long professional learning phase of teacher education. In: Eady, Sandra, Essex, Jane, Livingston, Kay and McColl, Margaret (eds.) Mentoring Teachers in Scotland: a Practical Guide. Series: Mentoring trainee and early career teachers. Routledge, pp. 72-84. ISBN 9780367405984 (doi: 10.4324/9780429356957-8)

2021

Fischer-Schoeneborn, Sandra, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575, Mio, Cristina ORCID: https://orcid.org/0000-0002-2403-5158, Boath, Lauren ORCID: https://orcid.org/0000-0003-4942-8430, Lemmrich, Svenja and Kuhl, Poldi (2021) University-School Partnerships in Initial Teacher Education: Further Insights from Lüneburg and Glasgow. Lower Saxony – Scotland Joint Forum, 21-22 November 2022.

2020

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Doherty, Catherine ORCID: https://orcid.org/0000-0002-1495-1857 (2020) A counter-narrative of curriculum enrichment in performative times. Curriculum Journal, 31(4), pp. 666-686. (doi: 10.1002/curj.32)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Corry, Val (2020) Pathfinder Research Study Report. Documentation. School of Education, University of Glasgow.

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2020) Reflections on teacher education: developments and challenges. European Journal of Teacher Education, 43(1), pp. 1-3. (doi: 10.1080/02619768.2020.1705653)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2020) Understanding commissioned research and scholarship in education: do paradigms matter? In: Ling, Lorraine and Ling, Peter (eds.) Emerging Methods and Paradigms in Scholarship and Education Research. IGI Global, pp. 199-215. ISBN 9781799810018 (doi: 10.4018/978-1-7998-1001-8.ch011)

2019

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2019) Editorial. European Journal of Teacher Education, (doi: 10.1080/02619768.2019.1610623)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Patrick, Fiona ORCID: https://orcid.org/0000-0003-4205-7307 (2019) Knowledge Matters. Interdisciplinary Learning: Creative Thinking for a Complex World, Edinburgh, UK, 30 Jan 2019.

Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575 and Shiach, L. (2019) Development of a new partnership model of teacher education: opportunities and challenges. In: Al Barwani, Thuwayba, Flores, Maria Assunção and Imig, David (eds.) Leading Change in Teacher Education: Lessons from Countries and Education Leaders around the Globe. Series: Teacher quality and school development. Routledge: Abingdon, pp. 161-175. ISBN 9781138310988

2018

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575, Doherty, Catherine ORCID: https://orcid.org/0000-0002-1495-1857, Lido, Catherine ORCID: https://orcid.org/0000-0002-6255-9905, Cassar, Rachel, Dunkley, Ria ORCID: https://orcid.org/0000-0003-0238-7344, Gale, Trevor ORCID: https://orcid.org/0000-0003-3927-9267 and Parker, Stephen ORCID: https://orcid.org/0000-0002-6313-6533 (2018) British Council School Programmes in Scotland: an Impact Study: Final Report. Project Report. School of Education, University of Glasgow, Glasgow. (Unpublished)

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, Higgins, Steve, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Wyse, Dominic (2018) Reclaiming education: ‘fake news’, research and social justice. Curriculum Journal, 29(1), pp. 1-3. (doi: 10.1080/09585176.2018.1436252)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2018) Multiple influences on teachers in changing environments. European Journal of Teacher Education, 41(2), pp. 135-137. (doi: 10.1080/02619768.2018.1432318)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2018) Teachers’ professional learning within learning systems. European Journal of Teacher Education, 41(4), pp. 415-417. (doi: 10.1080/02619768.2018.1491379)

2017

Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, Higgins, Steve, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Wyse, Dominic (2017) Living with supercomplexity. Curriculum Journal, 28(2), pp. 155-157. (doi: 10.1080/09585176.2017.1329184)

Higgins, Steve, Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Wyse, Dominic (2017) A curricular lens on equity and inclusion: using Bernstein to articulate ‘supercomplexity’. Curriculum Journal, 28(3), pp. 303-304. (doi: 10.1080/09585176.2017.1341106)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2017) Editorial. European Journal of Teacher Education, 40(4), pp. 433-435. (doi: 10.1080/02619768.2017.1359917)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2017) Looking back, looking forward: fortieth volume of the European Journal of Teacher Education. European Journal of Teacher Education, 40(1), p. 1. (doi: 10.1080/02619768.2017.1280232)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Flores, Maria Assunção (2017) Trends in teacher education: a review of papers published in the European journal of teacher education over 40 years. European Journal of Teacher Education, 40(5), pp. 551-560. (doi: 10.1080/02619768.2017.1387970)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575, Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, Higgins, Steve and Wyse, Dominic (2017) Editorial. Curriculum Journal, 28(1), pp. 1-4. (doi: 10.1080/09585176.2016.1273593)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Hutchinson, Carolyn (2017) Developing teachers’ capacities in assessment through career-long professional learning. Assessment in Education: Principles, Policy and Practice, 24(2), pp. 290-307. (doi: 10.1080/0969594X.2016.1223016)

Wyse, Dominic, Hayward, Louise, Higgins, Steve and Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2017) Language and education. Curriculum Journal, 28(4), pp. 443-445. (doi: 10.1080/09585176.2017.1378463)

2016

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2016) Undertaking commissioned research in education: do research paradigms matter? In: Ling, Lorraine and Ling, Peter (eds.) Methods and Paradigms in Education Research. IGI Global, pp. 206-219. ISBN 9781522517382 (doi: 10.4018/978-1-5225-1738-2.ch012)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and di Nardo, Pamela (2016) Becoming a teacher. In: Wyse, Dominic and Rogers, Sue (eds.) A Guide to Early Years and Primary Teaching. SAGE Publications Ltd., pp. 9-26. ISBN 9781473906945

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2016) Teacher education’s role in educational change. European Journal of Teacher Education, 39(1), pp. 1-4. (doi: 10.1080/02619768.2016.1135531)

Cain, Tim, Wieser, Clemens and Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2016) Mobilising research knowledge for teaching and teacher education. European Journal of Teacher Education, 39(5), pp. 529-533. (doi: 10.1080/02619768.2016.1256086)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2016) Pedagogy and curriculum: teachers as learners. In: Wyse, Dominic, Hayward, Louise and Pandya, Jessica (eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment. SAGE Publications Ltd.: London, pp. 325-340. ISBN 9781446297025

2015

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2015) Review of 'Scottish Education: Referendum' (Bryce, T, Humes, W., Gillies, D. and Kennedy, A. (Eds.). Scottish Affairs, 24(3), pp. 363-367. (doi: 10.3366/scot.2015.0084)[Book Review]

Chapman, Christopher ORCID: https://orcid.org/0000-0002-1861-6415, Hall, Stuart ORCID: https://orcid.org/0000-0002-4292-5656, Hayward, Louise ORCID: https://orcid.org/0000-0002-2739-6821, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575, Lowden, Kevin ORCID: https://orcid.org/0000-0003-1678-0665, McKinney, Stephen ORCID: https://orcid.org/0000-0002-8249-6067 and Watters, Natalie (2015) Knowledge into Action in Education: Research and Development Project. Final Report. Project Report. Education Scotland, Livingston.

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2015) Editorial. European Journal of Teacher Education, 38(1), pp. 1-3. (doi: 10.1080/02619768.2015.987572)

2014

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Shiach, Lynne (2014) Teaching Scotland's Future: Further Developing and Sustaining a Strengthened Model of Professional Learning through Mentoring Processes in the Context of Career-long Professional Learning: Final Report. Project Report. Education Scotland, Livingston, UK.

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2014) Teacher educators: hidden professionals? European Journal of Education, 49(2), pp. 218-232. (doi: 10.1111/ejed.12074)

Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575 and Hulme, M. (2014) Innovations in teacher professional learning in Scotland: moving forward in challenging times. In: Stephenson, J. and Ling, L. (eds.) Challenges to Teacher Education in Difficult Economic Times: International Perspectives. Routledge: Oxford. ISBN 9780415661980

2013

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Shiach, Lynne (2013) Teaching Scotland's Future, Mentoring Pilot Partnership Project: Final Report. Project Report. Education Scotland, Livingston, UK.

Hulme, Moira and Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2013) Curriculum for the future. In: Wyse, Dominic, Baumfield, V., Egan, D., Hayward, L., Hulme, M., Menter, I., Gallagher, C., Leitch, R., Livingston, K. and Lingard, B. (eds.) Creating the Curriculum. Series: Understanding primary education series. Routledge: London. ISBN 9780415687690

Leat, David, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Priestley, Mark (2013) Curriculum deregulation in England and Scotland: Different directions of travel? In: Kuiper, W. and Berkvens, J. (eds.) Balancing Curriculum Regulation and Freedom across Europe. Series: CIDREE Yearbook 2013. Consortium of Institutions for Development and Research in Education in Europe: Enschede, Netherlands, pp. 229-248. ISBN 9789032923365

Wyse, D., Baumfield, V., Egan, D., Hayward, L. ORCID: https://orcid.org/0000-0002-2739-6821, Hulme, M., Menter, I., Gallagher, C., Leitch, R., Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575 and Lingard, B. (2013) Creating the Curriculum. Series: Understanding primary education. Routledge: London, UK. ISBN 9780415687690

2012

Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575 (2012) Approaches to professional development of teachers in Scotland: pedagogical innovation or financial necessity? Educational Research, 54(2), pp. 161-172. (doi: 10.1080/00131881.2012.680041)

Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575 (2012) Quality in teachers' professional career long development. In: Harford, J., Hudson, B. and Niemi, H. (eds.) Quality Assurance and Teacher Education: International Challenges and Expectations. Series: Rethinking education (6). Peter Lang: Oxford, UK, pp. 35-51. ISBN 9783034302500

Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575 (2012) Teachers as learners at the centre of system, culture and practice change. In: Madalinska-Michalak, J., Niemi, H. and Chong, S. (eds.) Research, Policy and Practice in Teacher Education in Europe. Series: Teacher education policy in Europe network. University of Lodz: Lodz, Poland, pp. 27-41. ISBN 9788375258097

Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575 (2012) Teachers engaging in peer-mentoring to improve pupil learning. In: Lindqvist, U. (ed.) Create Learning for All, Consortium of Institutions for Development and Research in Education in Europe. Skolverket: Stockholm, Sweden.

2010

Tolmie, A.K., Topping, K.J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575 and Thurston, A. (2010) Social effects of collaborative learning in primary schools. Learning and Instruction, 20(3), pp. 177-191. (doi: 10.1016/j.learninstruc.2009.01.005)

Baumfield, Vivienne, Hulme, Moira, Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Menter, Ian (2010) Consultation and engagement? The reshaping of teacher professionalism through curriculum reform in 21st Century Scotland. Scottish Educational Review, 42(2), pp. 57-73.

Livingston, K ORCID: https://orcid.org/0000-0002-9831-9575 and Shiach, L (2010) A new model of teacher education. In: Campbell, A and Groundwater-Smith, S (eds.) Connecting Inquiry and Professional Learning. Routledge: London.

Menter, I. et al. (2010) Literature Review on Teacher Education in the 21st Century. Other. The Scottish Government, Edinburgh, UK.

2009

Baumfield, V., Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575, Menter, I., Hulme, M., Devlin, A.M. ORCID: https://orcid.org/0000-0002-9407-6465, Elliot, D. ORCID: https://orcid.org/0000-0003-0711-5719, Hall, S. ORCID: https://orcid.org/0000-0002-4292-5656, Lewin, J. and Lowden, K. ORCID: https://orcid.org/0000-0003-1678-0665 (2009) Curriculum for Excellence Draft Experiences and Outcomes: Collection, analysis and reporting of data: Final report. Project Report. Learning and Teaching Scotland, Glasgow, UK.

Hulme, M., Baumfield, V., Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575 and Menter, I. (2009) The Scottish curriculum in transition: Curriculum for Excellence. In: British Educational Research Association (BERA) Annual Conference 2009: 'Curriculum Reform in Four Nations - a Home International Policy Symposium, University of Manchester, 2-5 September 2009, (Unpublished)

Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575, McCall, J. and Morgado, M. (2009) Teacher educators as researchers. In: Swennen, A. and van der Klink, M. (eds.) Becoming a Teacher Educator: Theory and Practice for Teacher Educators. Springer: Dordrecht, The Netherlands, pp. 191-203. ISBN 9781402088735 (doi: 10.1007/978-1-4020-8874-2_14)

Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575, Menter, I., Baumfield, V. and Hulme, M. (2009) Developing a curriculum for excellence in Scotland: the use of practitioner feedback to shape and refine the curriculum. In: The European Conference on Educational Research: 'Theory and Evidence in European Educational Research', University of Vienna, Austria, 28-30 September 2009, (Unpublished)

Menter, I. et al. (2009) Research to support Schools of Ambition: Annual report 2009. Project Report. Scottish Government, Edinburgh, UK.

2008

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2008) New Directions in Teacher Education. In: Bryce, T.G.K. and Humes, W.M. (eds.) Scottish Education: Beyond Devolution. Edinburgh University Press: Edinburgh, pp. 855-863. ISBN 978-0-7486-2593-2

Menter, I. et al. (2008) Research to support schools of ambition: annual report 2008. Project Report. Scottish Government, Edinburgh, UK.

Thurston, A., Topping, K.J., Christie, D., Donaldson, C., Howe, C.J., Jessiman, E., Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575 and Tolmie, A. (2008) Effects of group work training on science attainment in rural and urban schools. Research in Science and Technological Education, 26(1), pp. 31-45. (doi: 10.1080/02635140701847462)

2007

Elliot, D. ORCID: https://orcid.org/0000-0003-0711-5719, Devlin, A.M. ORCID: https://orcid.org/0000-0002-9407-6465, Livingston, K. ORCID: https://orcid.org/0000-0002-9831-9575, Menter, I., Hall, S. ORCID: https://orcid.org/0000-0002-4292-5656, Lowden, K. ORCID: https://orcid.org/0000-0003-1678-0665, Hulme, M. and Rimpilainen, S. (2007) Research to support schools of ambition: experience of the first year. In: British Educational Research Association (BERA) Annual Conference, Institute of Education, University of London, Sept 2007, (Unpublished)

Menter, I. et al. (2007) Research to support schools of ambition: a double edged sword? In: Scottish Educational Research Association (SERA) Conference, Perth, Scotland, November 2007, (Unpublished)

This list was generated on Sat Jul 5 14:22:13 2025 BST.

Number of items: 65.

Articles

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2019) Editorial. European Journal of Teacher Education, (doi: 10.1080/02619768.2019.1610623)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2017) Editorial. European Journal of Teacher Education, 40(4), pp. 433-435. (doi: 10.1080/02619768.2017.1359917)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2015) Editorial. European Journal of Teacher Education, 38(1), pp. 1-3. (doi: 10.1080/02619768.2015.987572)

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 (2014) Teacher educators: hidden professionals? European Journal of Education, 49(2), pp. 218-232. (doi: 10.1111/ejed.12074)

Books

Book Sections

Book Reviews

Edited Books

Research Reports or Papers

Livingston, Kay ORCID: https://orcid.org/0000-0002-9831-9575 and Corry, Val (2020) Pathfinder Research Study Report. Documentation. School of Education, University of Glasgow.

Menter, I. et al. (2010) Literature Review on Teacher Education in the 21st Century. Other. The Scottish Government, Edinburgh, UK.

Menter, I. et al. (2009) Research to support Schools of Ambition: Annual report 2009. Project Report. Scottish Government, Edinburgh, UK.

Menter, I. et al. (2008) Research to support schools of ambition: annual report 2008. Project Report. Scottish Government, Edinburgh, UK.

Conference or Workshop Item

Conference Proceedings

Menter, I. et al. (2007) Research to support schools of ambition: a double edged sword? In: Scottish Educational Research Association (SERA) Conference, Perth, Scotland, November 2007, (Unpublished)

This list was generated on Sat Jul 5 14:22:13 2025 BST.

Grants

Assess@ Learning Policy Experimentation (2019 – 2023) funded by the European Commission
Teach-up Policy Experimentation (2017 – 2020) funded by the European Commission
Researching an intentional approach to developing character in Scotland’s Schools (2018 – 2020) by Character Education Scotland
Impact of British Council International Programmes on closing the attainment gap for students in Scotland (2018) funded by British Council Scotland
Mentoring to Improve Teacher and Pupil Learning (2012 – 2019) funded by Aberdeenshire Council
Mentoring to close the learning gap (2016 – 2018) funded by Stirling Council
Mentoring to Improve Teacher and Pupil Learning (2015 - 2017) funded by Aberdeen City Council
Acknowledging learner assessment evidence in the Broad General Education of Curriculum for Excellence for use in qualifications in the Senior Phase (2014 – 2015), funded by the Scottish Qualifications Authority
Teaching Scotland's Future: Further Developing and Sustaining a Strengthened Model of Professional Learning through Mentoring Processes in the Context of Career-long Professional Learning, (2014) funded by Education Scotland.
Teaching Scotland's Future, Mentoring Pilot Partnership Project, (2013), funded by Education Scotland
Literature Review on Teacher Education in the 21st Century (2010), funded by Scottish Government
Evaluation of Curriculum for Excellence: Draft Experiences and Outcomes (2009) funded by Learning and Teaching Scotland
Literacy Across the Curriculum (2008 – 2010) funded by Perth and Kinross Council

She has been Principal Investigator/Project Manager/Research Team Member of numerous research projects from 2001 to 2007 (with grants from £10,000 up to £2 million in the UK, across European countries and USA). For example:

Principal Investigator of Future Learning and Teaching Projects funded by Scottish Executive Education Department (SEED) – evaluating the SCHOLAR Programme – an online learning programme; Cooperative Learning Project; and Arts Across the Curriculum; Principal Investigator of Post-16 Pedagogy and Thinking Skills funded by Learning and Skills Development Agency; Principal Investigator of Disadvantaged Teenagers and Technology, funded by Sage Foundation in New York which investigated ICT projects in USA and Europe designed to motivate disengaged teenagers to take an active role in their own learning; Principal Investigator of evaluation of Scotland South Africa Interchange funded by SEED; Principal Investigator of evaluation of the Developing Effective International Education Project funded by SEED. Principal Investigator of evaluation of International Education funded by Glasgow City Council; Principal Investigator of evaluation of Learning to Learn Programme in South Tyneside Schools funded by Tyneside Economic Development Cooperation; Principal Investigator of evaluation of Digital Glasgow: Attitudinal and Behavioural Study funded by Scottish Enterprise (Glasgow). Research Director of Scottish Teachers for a New Era, funded by Hunter Foundation, University of Aberdeen and the Scottish Government.

She was Co-investigator of the evaluation of the Assessment is for Learning Project funded by SEED; a member of the research team evaluating the Blueprint Programme funded by Home Office; and a member of the research team investigating Supporting Group Work in Scottish Schools: age and urban rural divide (2003 – 2004) funded by Economic and Social Research Council.

She was a member of the Steering Group for the SYNEVA Thematic Network, investigating the synergy between internal and external assessment of schools across Europe, funded by the European Commission and a member of the SEQuALs Project, funded by European Commission, which implemented international professional development courses on school leadership and on synergy between school self-evaluation processes, external evaluation and school improvement.

Supervision

Currently supervising

Alanazi, Mansour - Identification of Gifted Students in Schools in the Kingdom of Saudi Arabia

Balgabekova, Dayana - Teacher Learning in the Context of Lesson Study in Kazakhstan

Ge, Winn – The influence of teachers’ experiences and policy background on their perceptions of musical creativity: a qualitative study in China with primary school teachers and instrument tutors

Mason, Stephanie – Development of Model Global Citizens Through Life-History Interviews

Wilde, Melanie - In what ways do children’s subjectivities emerge as they engage with peers during collaborative readings of aesthetic picture books and relate to the depictions of ‘other animal’ characters in their settings?

Zhakanbayev, Didar
Meeting the needs of gifted students in a higher education setting in Kazakhstan

Completed Ph.D thesis

Alghamdi, Nasim Ibrahim (2020) Providing insight into assessment practices in medical school at one Saudi Higher Education Institution: an interpretative phenomenological analysis

Alghamdi, Shatha Hamdan (2020) The role of cooperating teachers in student teachers’ professional learning in Saudi Arabia: reality, challenges and prospects

Boufarrag, Adel (2021) - Transforming the teaching of reading in Libyan Secondary School English Classes: implementing the communicative approach

Guo, Junliang (2021) - Factors that Affect Chinese Teachers’ Use of the L1 and TL at Tertiary Level: An Investigation From Sociolinguistic Perspective

Lu, Hui (2019) Creating a ‘new shared space’ for quality: A case study of quality assurance in a Sino-UK partnership institute.

Macfarlane, Gaele Morag (2020) Teachers’ engagement in professional development: a study of the influences that affect groups of national and international English language teachers.

Qiu, Chao (2015) The professional development of teacher educators in Shanghai.

Teaching

Kay teaches on Post-graduate courses:

PG Programme on Inclusive Education – Practitioner Enquiry: Developing Inclusive Pedagogy

MSc Education Curriculum, Assessment & Pedagogy: Understanding Learners – Interaction between Curriculum, Assessment and Pedagogy

MSc Education Curriculum, Assessment & Pedagogy: International Perspectives

MEd: Mentoring to Improve Teaching and Pupil Learning

Additional information

Member of professional bodies

Fellow of the Royal Society of the Arts (FRSA)

Full Registration of General Teaching Council

Selected International Presentations

She is a regular keynote speaker at national and international conferences. For example,

Keynote speaker at European Presidency Education Conferences (Irish Presidency, Dublin, 2013 & Lithuanian Presidency, Vilnius, 2014);

Keynote speaker at National Education Conferences (e.g. Austria, Ireland, Denmark, Sweden, Turkey, Malta, Hungary, Iceland, France);

Keynote speaker at international education teacher education association conferences (e.g. Teacher Education Policy in Europe Association, Poland, 2019; Teacher Educator Advancement Network, 2018; Association for Teacher Education in Europe, Portugal, 2014; Australian Teacher Education Association, Adelaide, 2012; inaugural conference of World Federation of Associations of Teacher Education, Chicago, 2010,);

Keynote speaker at 1^st Global Teacher Education Summit, Beijing, China;

Speaker at 1^st and 2^nd European Commission Summits on Education, Brussels, 2018 and 2019.

Speaker/member of coordination team of peer-learning events held with policy representatives and educational stakeholders from 10 – 12 EU countries in Vienna (2014), Tallinn (2016), Leuven (2017), Zagreb (2019), Cyprus (2019) and Dublin (2020)

Previous membership of committees/working groups

Member of UNESCO UKNC Scotland Committee

Member of the National Partnership Group taking forward the Scottish Government’s response to Teaching Scotland’s Future Report.

Chair of the National Partnership Sub-group on Career-long Professional Learning

Member of the Administrative Council of the Association for Teacher Education in Europe

Chair of the Association for Teacher Education in Europe Research and Development Centre on the Professional Development of Teachers

Chair of the Education for Global Citizenship Advisory Group

Chair of the Scottish Legacy for Learning Committee (Commonwealth Games Glasgow)

Member of the Commonwealth Games Legacy Executive Board

Member of the Ministerial Group One Planet Schools

Member of the Scottish Government’s PISA Group

Member of the Advisory Board of the Global Learning Project

Member of the Scottish Government Board on Leadership in the Public Sector

Member of the Board of Scottish China Educational Network

Member of the Cross-Party Parliamentary Group on China

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Professor Kay Livingston

Biography

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2007

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Conference or Workshop Item

Conference Proceedings

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Grants

Supervision

Currently supervising

Completed Ph.D thesis

Teaching

Additional information

Member of professional bodies

Selected International Presentations

Previous membership of committees/working groups