School of Education

Professor Kay Livingston

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

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

ORCID iD https://orcid.org/0000-0002-9831-9575

Research interests

Kay Livingston is Professor of Educational Research, Policy and Practice in the School of Education, University of Glasgow and works closely with policy-makers and practitioners at international, national and local levels to improve the quality of education. Central to her work is the development of learning and teaching strategies to encourage learners to take an active role in the learning process and prepare them for life and work in a global society. She is also Head of International Education at Learning and Teaching Scotland. Her work in this role includes research and development projects in international and intercultural education and leading and influencing strategic change in Scotland and overseas.

As the former Director of Scottish Teachers for a New Era she has developed a particular expertise in the research and development of new approaches to teacher education for the 21st century. In her work directing and leading policy and practice-related research and evaluation projects at national and international levels she has gained a wide range of experience in organisational and system change in education. The projects have included: school-based evaluation; assessment; thinking skills; intercultural education; citizenship; parental involvement in children’s education; curriculum flexibility; ICT in education; leadership and management and the professional development of teachers.

She has worked with government agencies and professional organisations in the UK and internationally including the Scottish Executive Education Department (now the Scottish Government), the Home Office, ESRC, Scottish Enterprise, Learning and Skills Development Agency, the European Commission, the Sage Foundation in New York, the Benton Foundation, the Johann Jacobs Foundation, and the Equal Opportunities Commission.

Publications

List by: Type | Date

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

Number of items: 48.

2020

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. ISBN 9781799810018 (In Press)

2019

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

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 Wed Nov 13 12:50:21 2019 GMT.