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

ORCID iDhttps://orcid.org/0000-0002-9831-9575

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: 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014 | 2013 | 2012 | 2010 | 2009 | 2008 | 2007
Number of items: 52.

2020

Livingston, K. and Doherty, C. (2020) A counter-narrative of curriculum enrichment in performative times. Curriculum Journal, 31(4), pp. 666-686. (doi: 10.1002/curj.32)

Livingston, K. and Corry, V. (2020) Pathfinder Research Study Report. Documentation. School of Education, University of Glasgow.

Livingston, K. (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, K. (2020) Understanding commissioned research and scholarship in education: do paradigms matter? In: Ling, L. and Ling, P. (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, K. (2019) Editorial. European Journal of Teacher Education, (doi: 10.1080/02619768.2019.1610623)

Livingston, K. and Patrick, F. (2019) Knowledge Matters. Interdisciplinary Learning: Creative Thinking for a Complex World, Edinburgh, UK, 30 Jan 2019.

Livingston, K. and Shiach, L. (2019) Development of a new partnership model of teacher education: opportunities and challenges. In: Al Barwani, T., Flores, M. A. and Imig, D. (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, K. , Doherty, C. , Lido, C. , Cassar, R., Dunkley, R. , Gale, T. and Parker, S. (2018) British Council School Programmes in Scotland: an Impact Study: Final Report. Project Report. School of Education, University of Glasgow, Glasgow. (Unpublished)

Hayward, L. , Higgins, S., Livingston, K. and Wyse, D. (2018) Reclaiming education: ‘fake news’, research and social justice. Curriculum Journal, 29(1), pp. 1-3. (doi: 10.1080/09585176.2018.1436252)

Livingston, K. (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, K. (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, L. , Higgins, S., Livingston, K. and Wyse, D. (2017) Living with supercomplexity. Curriculum Journal, 28(2), pp. 155-157. (doi: 10.1080/09585176.2017.1329184)

Higgins, S., Hayward, L. , Livingston, K. and Wyse, D. (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, K. (2017) Editorial. European Journal of Teacher Education, 40(4), pp. 433-435. (doi: 10.1080/02619768.2017.1359917)

Livingston, K. (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, K. and Flores, M. A. (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, K. , Hayward, L. , Higgins, S. and Wyse, D. (2017) Editorial. Curriculum Journal, 28(1), pp. 1-4. (doi: 10.1080/09585176.2016.1273593)

Livingston, K. and Hutchinson, C. (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, D., Hayward, L., Higgins, S. and Livingston, K. (2017) Language and education. Curriculum Journal, 28(4), pp. 443-445. (doi: 10.1080/09585176.2017.1378463)

2016

Livingston, K. (2016) Undertaking commissioned research in education: do research paradigms matter? In: Ling, L. and Ling, P. (eds.) Methods and Paradigms in Education Research. IGI Global, pp. 206-219. ISBN 9781522517382 (doi: 10.4018/978-1-5225-1738-2.ch012)

Livingston, K. and di Nardo, P. (2016) Becoming a teacher. In: Wyse, D. and Rogers, S. (eds.) A Guide to Early Years and Primary Teaching. SAGE Publications Ltd., pp. 9-26. ISBN 9781473906945

Livingston, K. (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, T., Wieser, C. and Livingston, K. (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, K. (2016) Pedagogy and curriculum: teachers as learners. In: Wyse, D., Hayward, L. and Pandya, J. (eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment. SAGE Publications Ltd.: London, pp. 325-340. ISBN 9781446297025

2015

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

Livingston, K. (2015) Editorial. European Journal of Teacher Education, 38(1), pp. 1-3. (doi: 10.1080/02619768.2015.987572)

2014

Livingston, K. and Shiach, L. (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, K. (2014) Teacher educators: hidden professionals? European Journal of Education, 49(2), pp. 218-232. (doi: 10.1111/ejed.12074)

Livingston, K. 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, K. and Shiach, L. (2013) Teaching Scotland's Future, Mentoring Pilot Partnership Project: Final Report. Project Report. Education Scotland, Livingston, UK.

Hulme, M. and Livingston, K. (2013) Curriculum for the future. In: Wyse, D., 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, D., Livingston, K. and Priestley, M. (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. , Hulme, M., Menter, I., Gallagher, C., Leitch, R., Livingston, K. and Lingard, B. (2013) Creating the Curriculum. Series: Understanding primary education. Routledge: London, UK. ISBN 9780415687690

2012

Livingston, K. (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. (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. (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. (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. 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, V., Hulme, M., Livingston, K. and Menter, I. (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. 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. , Menter, I., Hulme, M., Devlin, A.M. , Elliot, D. , Hall, S. , Lewin, J. and Lowden, K. (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. 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. , 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. , 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, K. (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. and Tolmie, A. (2008) Effects of group work training on science attainment in rural and urban schools. Research in Science & Technological Education, 26(1), pp. 31-45. (doi: 10.1080/02635140701847462)

2007

Elliot, D. , Devlin, A.M. , Livingston, K. , Menter, I., Hall, S. , Lowden, K. , 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 Tue Nov 30 22:56:03 2021 GMT.
Number of items: 52.

Articles

Livingston, K. and Doherty, C. (2020) A counter-narrative of curriculum enrichment in performative times. Curriculum Journal, 31(4), pp. 666-686. (doi: 10.1002/curj.32)

Livingston, K. (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, K. (2019) Editorial. European Journal of Teacher Education, (doi: 10.1080/02619768.2019.1610623)

Hayward, L. , Higgins, S., Livingston, K. and Wyse, D. (2018) Reclaiming education: ‘fake news’, research and social justice. Curriculum Journal, 29(1), pp. 1-3. (doi: 10.1080/09585176.2018.1436252)

Livingston, K. (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, K. (2018) Teachers’ professional learning within learning systems. European Journal of Teacher Education, 41(4), pp. 415-417. (doi: 10.1080/02619768.2018.1491379)

Hayward, L. , Higgins, S., Livingston, K. and Wyse, D. (2017) Living with supercomplexity. Curriculum Journal, 28(2), pp. 155-157. (doi: 10.1080/09585176.2017.1329184)

Higgins, S., Hayward, L. , Livingston, K. and Wyse, D. (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, K. (2017) Editorial. European Journal of Teacher Education, 40(4), pp. 433-435. (doi: 10.1080/02619768.2017.1359917)

Livingston, K. (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, K. and Flores, M. A. (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, K. , Hayward, L. , Higgins, S. and Wyse, D. (2017) Editorial. Curriculum Journal, 28(1), pp. 1-4. (doi: 10.1080/09585176.2016.1273593)

Livingston, K. and Hutchinson, C. (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, D., Hayward, L., Higgins, S. and Livingston, K. (2017) Language and education. Curriculum Journal, 28(4), pp. 443-445. (doi: 10.1080/09585176.2017.1378463)

Livingston, K. (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, T., Wieser, C. and Livingston, K. (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, K. (2015) Editorial. European Journal of Teacher Education, 38(1), pp. 1-3. (doi: 10.1080/02619768.2015.987572)

Livingston, K. (2014) Teacher educators: hidden professionals? European Journal of Education, 49(2), pp. 218-232. (doi: 10.1111/ejed.12074)

Livingston, K. (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)

Tolmie, A.K., Topping, K.J., Christie, D., Donaldson, C., Howe, C., Jessiman, E., Livingston, K. 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, V., Hulme, M., Livingston, K. and Menter, I. (2010) Consultation and engagement? The reshaping of teacher professionalism through curriculum reform in 21st Century Scotland. Scottish Educational Review, 42(2), pp. 57-73.

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

Books

Wyse, D., Baumfield, V., Egan, D., Hayward, L. , Hulme, M., Menter, I., Gallagher, C., Leitch, R., Livingston, K. and Lingard, B. (2013) Creating the Curriculum. Series: Understanding primary education. Routledge: London, UK. ISBN 9780415687690

Book Sections

Livingston, K. (2020) Understanding commissioned research and scholarship in education: do paradigms matter? In: Ling, L. and Ling, P. (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)

Livingston, K. and Shiach, L. (2019) Development of a new partnership model of teacher education: opportunities and challenges. In: Al Barwani, T., Flores, M. A. and Imig, D. (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

Livingston, K. (2016) Undertaking commissioned research in education: do research paradigms matter? In: Ling, L. and Ling, P. (eds.) Methods and Paradigms in Education Research. IGI Global, pp. 206-219. ISBN 9781522517382 (doi: 10.4018/978-1-5225-1738-2.ch012)

Livingston, K. and di Nardo, P. (2016) Becoming a teacher. In: Wyse, D. and Rogers, S. (eds.) A Guide to Early Years and Primary Teaching. SAGE Publications Ltd., pp. 9-26. ISBN 9781473906945

Livingston, K. (2016) Pedagogy and curriculum: teachers as learners. In: Wyse, D., Hayward, L. and Pandya, J. (eds.) The SAGE Handbook of Curriculum, Pedagogy and Assessment. SAGE Publications Ltd.: London, pp. 325-340. ISBN 9781446297025

Livingston, K. 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

Hulme, M. and Livingston, K. (2013) Curriculum for the future. In: Wyse, D., 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, D., Livingston, K. and Priestley, M. (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

Livingston, K. (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. (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. (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.

Livingston, K. 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.

Livingston, K. , 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. (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

Book Reviews

Livingston, K. (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]

Research Reports or Papers

Livingston, K. and Corry, V. (2020) Pathfinder Research Study Report. Documentation. School of Education, University of Glasgow.

Livingston, K. , Doherty, C. , Lido, C. , Cassar, R., Dunkley, R. , Gale, T. and Parker, S. (2018) British Council School Programmes in Scotland: an Impact Study: Final Report. Project Report. School of Education, University of Glasgow, Glasgow. (Unpublished)

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

Livingston, K. and Shiach, L. (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, K. and Shiach, L. (2013) Teaching Scotland's Future, Mentoring Pilot Partnership Project: Final Report. Project Report. Education Scotland, Livingston, UK.

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

Baumfield, V., Livingston, K. , Menter, I., Hulme, M., Devlin, A.M. , Elliot, D. , Hall, S. , Lewin, J. and Lowden, K. (2009) Curriculum for Excellence Draft Experiences and Outcomes: Collection, analysis and reporting of data: Final report. Project Report. Learning and Teaching Scotland, Glasgow, 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

Livingston, K. and Patrick, F. (2019) Knowledge Matters. Interdisciplinary Learning: Creative Thinking for a Complex World, Edinburgh, UK, 30 Jan 2019.

Conference Proceedings

Hulme, M., Baumfield, V., Livingston, K. 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. , 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)

Elliot, D. , Devlin, A.M. , Livingston, K. , Menter, I., Hall, S. , Lowden, K. , 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 Tue Nov 30 22:56:03 2021 GMT.

Grants

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

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

Ge, WinnThe 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

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

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

Przyborski, Julie - Bringing Parent Voices into Initial Teacher Education

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? 

 

  • Balgabekova, Dayana
    Teacher Learning in the Context of Lesson Study in Kazakhstan
  • Ge, Xiaowen
    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
    Tracing the Development of Model Global Citizens Through Life-History Interviews

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

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 1st Global Teacher Education Summit, Beijing, China;

Speaker at 1st and 2nd 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