Dr Lauren Boath

  • Senior Lecturer in Education (Physics) (School of Education)

telephone: 01413303003
email: Lauren.Boath@glasgow.ac.uk

St Andrew's Building, Eldon Street, Glasgow, G3 6HN

Import to contacts

ORCID iDhttps://orcid.org/0000-0003-4942-8430

Biography

Lauren has a background in higher education and as a teacher of physics and science in Scotland, having undertaken her first degree in physics at the University of Strathclyde and teacher education (PGCE in physics with science) at Dundee University.  During a two-year secondment to Learning & Teaching Scotland and Education Scotland, Lauren had responsibility at a national level for developments in sciences (STEM) for 3 - 18 year olds including the STEM Central project, and involvement in development of the new National Qualifications in sciences (biology, chemistry, environmental science and physics).

Lauren completed her PhD in science education at Trinity College, Dublin exploring children's learning in science beyond the teacher-led, involving 1100 children in 13 primary and secondary schools in five Scottish local authorities, using a children’s rights-based approach to children’s voice, underpinned by Vygotsky’s cultural-historical theory.

In her role as a Lecturer in Education at the University of Dundee. Lauren had key responsibility in the oversight of development, accreditation and implementation of an innovative route into secondary teaching in Chemistry, Computing, Home Economics, Mathematics and Physics, integrating initial teacher education with the General Teaching Council for Scotland Teacher Induction Scheme (TIS). Other leadership responsibility included roles as assessment convener and module leader for Masters-level academic modules and professional practice (placement) modules.

As Senior Lecturer in Education (Physics and Science) in the University of Glasgow's School of Education, Lauren continues to be responsible for developing beginning and qualified teachers, both within science and more widely across the Master's level programmes. As role of Director of Initial Teacher Education and Undergraduate (2021-2024), Lauren had broader responsibility for the ITE and undergraduate portfolio in the School of Education. Lauren has now take up a new role as Accreditation Lead for the School of Education.

SELECTED CAREER HISTORY

2024

Accreditation Lead, School of Education

2023-2024

Academic Lead and Managing Editor for Periodic Subject Review of Education

2021 - 2024

Director of Initial Teacher Education and Undergraduate, School of Education

2020 -

Senior Lecturer in Science Education (Physics)

2015 - 2020

Associate Tutor / Lecturer in Education, University of Dundee 

2016

Thesis Marker, Postgraduate Masters in Education, Trinity College Dublin

Supply Teacher (Physics / Science). Fife Council

2013 - 2015

Science Learning Manager, Dundee Science Centre

2010 - 2016

Marker, Standard Grade Physics, Scottish Qualifications Authority (SQA)

2011 - 2013

Development Officer (sciences), Learning & Teaching Scotland / Education Scotland (secondment)

2009 - 2013

Teacher of Physics & Science, Monifieth High School, Angus

2006 - 2008

Teacher of Physics, High School of Dundee, Dundee

2005 - 2011

A variety of additional professional roles including as a Qualifications Development Specialist for SQA Intermediate 1 and 2 and Higher Physics assessments, Item Writer for the Scottish Survey of Achievement, Writer and peer reviewer for Learning & Teaching Scotland, Consultant for Angel Eye Media science films commissioned by the BBC

1997  - 2005

Roles with the Universities of Dundee, Aberdeen and Abertay, including working with the North Forum for Widening Access and Participation University for Children & Communities project, and as Student Records Officer at the University of Abertay

 

Research interests

Lauren's research interests include: science learning; children's rights and voice; teacher education and teacher professional learning.

She is currently working on research relating to:

  • practitioner enquiry as a whole school improvement approach;
  • teacher educators' experiences of professional learning within an HEI;
  • understanding beginning teachers' perceptions of 'teacher qualities' and their development through a teacher education programme;
  • inclusive practice and 'preparedness' for teaching.

Publications

List by: Type | Date

Jump to: 2023 | 2022 | 2021 | 2020 | 2018
Number of items: 14.

2023

Boath, L. , Shimi, J. and Campbell, L. (2023) Developing Sustainable Partnerships for Integrating Initial Teacher Education and Induction. European Conference on Educational Research (ECER 2023), Glasgow, UK, 22-25 August 2023.

Alves, I. and Boath, L. (2023) Inclusive Practice in Action: Hearts, Heads, Hands. Successful Learning Conference 2023, Sydney, Australia, 26-27 June 2023.

Boath, L. , Shimi, J. and Campbell, L. (2023) Integrating initial teacher education and induction in Scotland. In: Acquaro, D. and Bradbury, O. J. (eds.) International Perspectives on School-University Partnerships: Research, Policy and Practice. Springer: Singapore, pp. 135-150. ISBN 9789819908066 (doi: 10.1007/978-981-99-0807-3_10)

Anderson, S. , Boath, L. and McMahon, M. (2023) Scotland's Strategy for High-quality Educator Preparation Strand I: Addressing the Evolving Needs of Education. American Association of College for Teacher Education 75th Annual Meeting, Indianapolis, IN, USA, 24-26 Feb 2023.

Little, C., Evans, D., Alves, I. and Boath, L. (2023) Exploring Preparedness with Pre-Service Teachers. European Conference on Research in Education: The Value of Diversity in Education and Educational Research, Glasgow, UK, 22-25 August 2023.

Boath, L. , Mio, C. and McKinney, S. (2023) Laying the foundations for leadership: Research-informed teacher education. In: Menter, I. (ed.) The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan: Cham. ISBN 978303059533-3 (doi: 10.1007/978-3-030-59533-3_72-1)

2022

Urbina-Garcia, A., Jindal-Snape, D., Lindsay, A., Hannah, E. F.S., Barrable, A., Boath, L. and Touloumakos, A. K. (2022) Do We Really Listen to Young Children's Voices in Educational Research? An International Systematic Literature Review. Royal Society of Edinburgh Being and Belonging Early Years Conference, Online, 02 Mar 022.

Race, R., Ayling, P., Chetty, D., Hassan, N., McKinney, S. J. , Boath, L. , Riaz, N. and Salehjee, S. (2022) Decolonising curriculum in education: continuing proclamations and provocations. London Review of Education, 20(1), 12. (doi: 10.14324/LRE.20.1.12)

Urbina-Garcia, A., Jindal-Snape, D., Lindsay, A., Boath, L. , Hanna, E. F.S., Barrable, A. and Touloumakos, A. K. (2022) Voices of young children aged 3–7 years in educational research: an international systematic literature review. European Early Childhood Education Research Journal, 30(1), pp. 8-31. (doi: 10.1080/1350293X.2021.1992466)

2021

Fischer-Schoeneborn, S., Livingston, K. , Mio, C. , Boath, L. , Lemmrich, S. and Kuhl, P. (2021) University-School Partnerships in Initial Teacher Education: Further Insights from Lüneburg and Glasgow. Lower Saxony – Scotland Joint Forum, 21-22 November 2022.

Gormally, S. , Boath, L. , Farrar, J. , Martin, H. and Nicholson, J. (2021) Disrupting Boundaries to Build Bridges. Crossing Boundaries and Building Bridges: ICSEI Virtual Congress 2021, 8-9, 17-18 Mar 2021.

2020

Boath, L. and Barrable, A. (2020) The child as co-researcher in the early years: what do children like in the outdoors? SERA Researching Education Bulletin(9), pp. 34-38.

2018

Boath, L. (2018) Science Learning Beyond the Teacher-led in Curriculum for Excellence: Children’s Aspirations and Perceptions. Scottish Educational Research Association Annual Conference 2018: Critical Understanding of Education Systems: What Matters Internationally?, Glasgow, UK, 21-23 Nov 2018.

Boath, L. and Shimi, J. (2018) Different Ways of Educating New Teachers: Opportunities for Mentoring the Mentors. Scottish Educational Research Association Annual Conference 2018: Critical Understanding of Education Systems: What Matters Internationally?, Glasgow, UK, 21-23 Nov 2018.

This list was generated on Thu Apr 18 01:05:23 2024 BST.
Jump to: Articles | Book Sections | Conference or Workshop Item
Number of items: 14.

Articles

Race, R., Ayling, P., Chetty, D., Hassan, N., McKinney, S. J. , Boath, L. , Riaz, N. and Salehjee, S. (2022) Decolonising curriculum in education: continuing proclamations and provocations. London Review of Education, 20(1), 12. (doi: 10.14324/LRE.20.1.12)

Urbina-Garcia, A., Jindal-Snape, D., Lindsay, A., Boath, L. , Hanna, E. F.S., Barrable, A. and Touloumakos, A. K. (2022) Voices of young children aged 3–7 years in educational research: an international systematic literature review. European Early Childhood Education Research Journal, 30(1), pp. 8-31. (doi: 10.1080/1350293X.2021.1992466)

Boath, L. and Barrable, A. (2020) The child as co-researcher in the early years: what do children like in the outdoors? SERA Researching Education Bulletin(9), pp. 34-38.

Book Sections

Boath, L. , Shimi, J. and Campbell, L. (2023) Integrating initial teacher education and induction in Scotland. In: Acquaro, D. and Bradbury, O. J. (eds.) International Perspectives on School-University Partnerships: Research, Policy and Practice. Springer: Singapore, pp. 135-150. ISBN 9789819908066 (doi: 10.1007/978-981-99-0807-3_10)

Boath, L. , Mio, C. and McKinney, S. (2023) Laying the foundations for leadership: Research-informed teacher education. In: Menter, I. (ed.) The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan: Cham. ISBN 978303059533-3 (doi: 10.1007/978-3-030-59533-3_72-1)

Conference or Workshop Item

Boath, L. , Shimi, J. and Campbell, L. (2023) Developing Sustainable Partnerships for Integrating Initial Teacher Education and Induction. European Conference on Educational Research (ECER 2023), Glasgow, UK, 22-25 August 2023.

Alves, I. and Boath, L. (2023) Inclusive Practice in Action: Hearts, Heads, Hands. Successful Learning Conference 2023, Sydney, Australia, 26-27 June 2023.

Anderson, S. , Boath, L. and McMahon, M. (2023) Scotland's Strategy for High-quality Educator Preparation Strand I: Addressing the Evolving Needs of Education. American Association of College for Teacher Education 75th Annual Meeting, Indianapolis, IN, USA, 24-26 Feb 2023.

Little, C., Evans, D., Alves, I. and Boath, L. (2023) Exploring Preparedness with Pre-Service Teachers. European Conference on Research in Education: The Value of Diversity in Education and Educational Research, Glasgow, UK, 22-25 August 2023.

Urbina-Garcia, A., Jindal-Snape, D., Lindsay, A., Hannah, E. F.S., Barrable, A., Boath, L. and Touloumakos, A. K. (2022) Do We Really Listen to Young Children's Voices in Educational Research? An International Systematic Literature Review. Royal Society of Edinburgh Being and Belonging Early Years Conference, Online, 02 Mar 022.

Fischer-Schoeneborn, S., Livingston, K. , Mio, C. , Boath, L. , Lemmrich, S. and Kuhl, P. (2021) University-School Partnerships in Initial Teacher Education: Further Insights from Lüneburg and Glasgow. Lower Saxony – Scotland Joint Forum, 21-22 November 2022.

Gormally, S. , Boath, L. , Farrar, J. , Martin, H. and Nicholson, J. (2021) Disrupting Boundaries to Build Bridges. Crossing Boundaries and Building Bridges: ICSEI Virtual Congress 2021, 8-9, 17-18 Mar 2021.

Boath, L. (2018) Science Learning Beyond the Teacher-led in Curriculum for Excellence: Children’s Aspirations and Perceptions. Scottish Educational Research Association Annual Conference 2018: Critical Understanding of Education Systems: What Matters Internationally?, Glasgow, UK, 21-23 Nov 2018.

Boath, L. and Shimi, J. (2018) Different Ways of Educating New Teachers: Opportunities for Mentoring the Mentors. Scottish Educational Research Association Annual Conference 2018: Critical Understanding of Education Systems: What Matters Internationally?, Glasgow, UK, 21-23 Nov 2018.

This list was generated on Thu Apr 18 01:05:23 2024 BST.

Grants

2023-2024

£29385 University of Glasgow Knowledge Exchange Fund grant 

Practitioner enquiry at a Glasgow High School: a deep understanding of school improvement

PI (Glasgow) Dr Sarah Anderson, School of Education, CoSS

Co-applicants Dr Thomas Cowhitt and Dr Lauren Boath, School of Education, CoSS

 

2023

University of Sydney - University of Glasgow Ignition Grants (20000 AUS $)

Pre-Service Teacher Preparedness for Understanding Quality Inclusive Education

PI (Glasgow) Dr Ines Alves, School of Education, CoSS

 

University of Dundee School of Education & Social Work Seed Grant (£405)

The child as coresearcher in the early years: A children’s rights-based methodology to improve the outdoor learning environment while supporting children’s autonomy

Supervision

 Current PhD students in:

Mathematics Education, second supervisor with Dr Ismail Zembat

Inclusive Education, second supervisor with Dr Ines Alves

 

  • Rustamova, Sevinj
    Exploring the current status of inclusive education through teacher’s role: Comparative case study between the Republic of Azerbaijan and Scotland.

Examples of completed supervision

PhD students:

Alexia Barrable: A new focus for education? Nature connection as a goal for all education: theoretical, research and practical perspectives (Ph.D. by publication 2020; first supervisor Professor Divya Jindal-Snape, second supervisor Dr Lauren Boath)

Master of Education (integrated undergraduate) Primary Education with Teaching Qualification dissertation students:

To what extent has the Coronavirus Pandemic negatively impacted the Scottish Government’s attempt to close the poverty related attainment gap? (MEduc 2022)

What pedagogical approaches can be implemented in the classroom to promote and develop ecological resiliency in children and young people? (MEduc 2022)

What methods and resources could mainstream schools adapt from ASN Schools to make education more inclusive for learners with ASN in P1-3? (MEduc 2022)

How can Scottish educators use what is known in research to support the learning and wellbeing of refugee learners in the classroom? (MEduc 2022)

MEd Professional Practice dissertation students:

A mixed methods investigation of the impact of using e-books on children’s reading engagement and comprehension skills in a first level classroom (MEd 2021)

An Exploratory Study on the Factors that Contribute to Test Anxiety in Secondary School Students Utilising the S-REF model. With Implications for Classroom Practice (MEd 2021)

How effective is retrieval practice as a learning strategy for children aged five to eleven? (MEd 2021)

The effective development and assessment of pupils' inquiry skills in Scottish high school classrooms (MEd 2021)

Understanding the value of written input in secondary school classroom, and exploring strategies to teach writing skills to young people (MEd 2021)

MSc Educational Studies dissertation students:

How to improve biology education in primary and secondary schools: an extended literature review (MSc 2020)

Understanding microsystem level factors associated with traditional school bullying in China and a whole-school intervention approach: an extended literature (MSc 2020)

MEd dissertation student:

Student experiences and perceptions of self-efficacy in a grammar class using a flipped classroom model: a mixed-methods exploratory study in a Saudi college (MEd awarded 2019)

 

 

Teaching

In 2023/24, Lauren's main focus is in the role of Academic Lead and Managing Editor of the Periodic Subject Review in Education, as well as continuing to supervise PhD students,  having oversight of the sciences within the curriculum enquiry strand of the undergraduate teacher education programme and responsibility for the sciences within the Postgraduate Diploma in Education (PGDE) in the Curriculum, Pedagogies and Practice courses for Primary and for Secondary students. 

In 2022/23, Lauren was the Course Leader for Year 5 Education dissertations for students in the undergraduate integrated Master of Education (Primary Education) with Teaching Qualification (MEduc), in addition to supervising six students. She taught sciences within Years 2-4 of the MEduc programme and was a seminar tutor within the Year 5 Education in Practice course.

Lauren has been Course Leader for Curriculum, Assessment and Pedagogy: Understanding Learners, an optional course within the MSc Education (online distance learning) programme and Course Leader for the Masters-level PGDE course 'Understanding Learning and Teaching', as well as teaching, assessing and supervising within:

  • PGDE 'Understanding Learning and Teaching' and 'Professional Enquiry' courses;
  • PGDE 'Learning & Teaching in the Primary / Secondary' (BGE science for primary and secondary) including exploration and building upon children's existing ideas of science, science pedagogies beyond the content exploring nature connection and empathy in science learning;
  • MEduc Education with Primary Teaching Qualification (BGE science for primary, interdisciplinary learning through arts, drama and science, focusing on the intersection of science and human rights ('being human') and exploring the environment through nature connection and empathy;
  • MEd Professional Practice with PGDE (professional enquiry and decision making, dissertation supervision);
  • MSc Educational Studies (contemporary issues seminars).

Lauren supported colleagues in the 2021 review and successful reaccreditation of the Postgraduate Dipoma in Education, in particular focussing on the new Research & Enquiry-Led Learning and Teaching course, a core 30 credit Masters-level course within the PGDE. During her career, Lauren has taught and assessed on professional graduate (PGDE) and postgraduate certificate and diploma (PGCE/PGDE) programmes in education. She has developed and delivered Master’s-level learning in primary science teaching for early-career teachers, funded by Scottish Government, and has supervised undergraduate, Masters and PhD dissertations. Lauren has also supported teachers undertaking mentoring roles within schools, including those participating in Master's-level learning about mentoring and coaching.

Professional activities & recognition

Professional & learned societies

  • 2022: Representative for School of Education, University of Glasgow, Scottish Council of Deans of Education
  • 2022: Representative for School of Education, University of Glasgow, Scottish Universities Inclusion Group
  • 2008 - 2010: Annual Conference Chair 2010, Association for Science Education (Scotland)
  • 2005 - 2010: Tayside & Fife Committee Member, Association for Science Education (Scotland)

Selected international presentations

  • 2023: American Association of College for Teacher Education 75th Annual Meeting (Indianapolis, IN, USA)
  • 2021: International Congress to School Effectiveness and Improvement (Virtual Congress)

Supplementary

  • Professional learning for practitioners including advice, guidance and exemplification for sciences in Curriculum for Excellence, published by Learning & Teaching Scotland and Education Scotland Boath, L. (2012) Skills for Science: Advice, Guidance and Exemplification for National 5 Physics Boath, L. (2012) Skills for Science: Advice, Guidance and Exemplification for National 4 Physics Boath, L. (2012) Food Security: Advice, Guidance and Exemplification for National 5 Biology with colleagues from the Scottish Science Equipment Research Centre Boath, L., Nielsen, N. (2012) Nuclear Chemistry: Advice, Guidance and Exemplification for National 5 Chemistry Higham, H., Boath, L. (2012) Health and Disease: Advice, Guidance and Exemplification for National 5 Biology Higham, H., Boath, L. (2012) Biology: Advice, Guidance and Exemplification for National 5 Biology Boath, L. (2011) Teaching Dynamics in Revised Higher Physics: resources for learners and teachers. Materials to support teaching within the Revised Higher Physics, with a focus on dynamics. Boath, L. (2011) Teaching Particle Accelerators in Revised Higher Physics: resources for learners and teachers. Materials to support teaching within the Revised Higher Physics, with a focus on particle accelerators, following a SCIPD visit to CERN, Geneva, funded by Learning and Teaching Scotland. Participation by invitation in a project funded by ERSC Boath, L., Jones, N., & Rodrigues, S. (Producer). (2012). Theory and Practice: Teacher Professional: Reflective Practice Parts I and II. Digital or Visual Products, Online: https://www.youtube.com/watch?v=fqoGWvxg8IU and https://www.youtube.com/watch?v=LRLOWMRPgz4 Participation by invitation in series of Learning & Teaching Scotland events: Climate Change as an Interdisciplinary Context for Learning in the Broad General Education (2011) Participation by invitation in a STEM-ED project: Connecting it up: towards a Route Map for STEM Education in Scotland (2008) Participation in a joint project of the Association for Science Education in Scotland, Scottish Technology Teachers' Association and Scottish Mathematical Council to identify and promote coherent and progressive pathways to develop key concepts and skills across STEM in education up to age 15. Participation by invitation in a project led by Her Majesty’s Inspectorate for Education: The Connected Nature of Learning in CfE: exemplar lessons plans integrating science and technologies in Curriculum for Excellence (2007) Selected Media / Press Times Educational Supplement (Scotland) (2019) Supported induction: is the fast-track into teaching working? (https://www.tes.com/magazine/article/supported-induction-fast-track-teaching-working) The Courier (2017) Merged teaching course to see students paid wage while learning (https://www.thecourier.co.uk/fp/news/scotland/507589/merged-teaching-course-to-see-students-paid-wage-while-learning/) The Herald (2017) Agenda: providing help and support to aspiring teachers (https://www.heraldscotland.com/opinion/15522714.agenda-providing-help-and-support-for-aspiring-teachers/)

Additional information

External Examining

01/10/2022 - present External Examiner for University of St Andrews, interdisciplinary modules ID4001 Communication and Teaching in Science and ID4002 Communication and Teaching in Arts

01/10/2021 - present External Examiner for University of Strathclyde Understanding Inclusive Education, Providing Effective Educational Support and Inclusive Pedagogy modules with the MEd programme.

Thesis

Boath, L. (2019) Children’s aspirations and perceptions of science learning beyond the teacher-led. Trinity College, University of Dublin, Ireland.

Participation by invitation

'STEM' education: what's the problem, what's the solution? at the 23rd Science and the Parliament event in Edinburgh, hosted at Dynamic Earth on 22 November 2023.

Dr Boath was invited to join a panel, comprising four presentations and Q&A from an audience of around 200 members including keynote speakers, the President of the Royal Society of Chemistry and the Minister for Higher and Further Education. Panel members Professor Martin Hendry, Headteacher Bruce Robertson, Chair of the Royal Society of Edinburgh Education Committee (and formerly Chief Executive of the SQA) Dr Janet Brown, spoke to the theme of STEM Education. In her contribution, Lauren presented thinking on the direction of travel of education in sciences, technologies, engineering and mathematics, and the impact of policy pursuit of STEM, lacking an evidence base or pedagogical meaning, on learning and teaching in schools which meets the needs of diverse learners. Challenging the view of a ‘pipeline’ for developing the workforce, Lauren questioned the privileging of STEM subjects and whether our attempts to promote may be doing more harm than good, in schools and in building the right skills and dispositions for future citizens, and beginning teachers. 

Selected presentations

Murphy, C. & Boath, L. (2016) Decolonising Educational Research. Trinity College Dublin School of Education Research Seminar Series 2016-17, Trinity College, University of Dublin, Ireland.

McAdam, M., & Boath, L. (2012). Curriculum Area Impact Project in Sciences 3-18: Report Launch. Scottish Learning Festival 2012, Glasgow, United Kingdom. 

Professional learning for practitioners including advice, guidance and exemplification for sciences in Curriculum for Excellence, published by Learning & Teaching Scotland and Education Scotland 

Boath, L. (2012) Skills for Science: Advice, Guidance and Exemplification for National 5 Physics 

Boath, L. (2012) Skills for Science: Advice, Guidance and Exemplification for National 4 Physics 

Boath, L. (2012) Food Security: Advice, Guidance and Exemplification for National 5 Biology            with colleagues from the Scottish Science Equipment Research Centre

Boath, L., Nielsen, N. (2012) Nuclear Chemistry: Advice, Guidance and Exemplification for National 5 Chemistry 

Higham, H., Boath, L. (2012) Health and Disease: Advice, Guidance and Exemplification for National 5 Biology  

Higham, H., Boath, L. (2012) Biology: Advice, Guidance and Exemplification for National 5 Biology  

Boath, L. (2011) Teaching Dynamics in Revised Higher Physics: resources for learners and teachers. Materials to support teaching within the Revised Higher Physics, with a focus on dynamics. 

Boath, L. (2011) Teaching Particle Accelerators in Revised Higher Physics: resources for learners and teachers.  Materials to support teaching within the Revised Higher Physics, with a focus on particle accelerators, following a SCIPD visit to CERN, Geneva, funded by Learning and Teaching Scotland. 

Participation by invitation in a project funded by ERSC  

Boath, L., Jones, N., & Rodrigues, S. (Producer). (2012). Theory and Practice: Teacher Professional: Reflective Practice Parts I and II. Digital or Visual Products, Online: https://www.youtube.com/watch?v=fqoGWvxg8IU and https://www.youtube.com/watch?v=LRLOWMRPgz4  

Participation by invitation in series of Learning & Teaching Scotland events: Climate Change as an Interdisciplinary Context for Learning in the Broad General Education (2011)

Participation by invitation in a STEM-ED project: Connecting it up: towards a Route Map for STEM Education in Scotland (2008)

Participation in a joint project of the Association for Science Education in Scotland, Scottish Technology Teachers' Association and Scottish Mathematical Council to identify and promote coherent and progressive pathways to develop key concepts and skills across STEM in education up to age 15. 

Participation by invitation in a project led by Her Majesty’s Inspectorate for Education: The Connected Nature of Learning in CfE: exemplar lessons plans integrating science and technologies in Curriculum for Excellence (2007)

Chapters in Books 

Yates, C. & Boath, L., (2010) Teaching sound in the Curriculum for Excellence in Interpreting Excellence. Kibble, R (ed.) Association of Science Education, Hatfield, England. ISBN 9780955966514 

Peer Review

Sustainability (2020) (special issue 'Teaching Sustainable Development Goals in Science Education')

International Journal of Inclusive Education (2020)

International Journal of Student Voice (2017)

Selected Media / Press

Times Educational Supplement (Scotland) (2019) Supported induction: is the fast-track into teaching working? (https://www.tes.com/magazine/article/supported-induction-fast-track-teaching-working)

The Courier (2017) Merged teaching course to see students paid wage while learning (https://www.thecourier.co.uk/fp/news/scotland/507589/merged-teaching-course-to-see-students-paid-wage-while-learning/)

The Herald (2017) Agenda: providing help and support to aspiring teachers (https://www.heraldscotland.com/opinion/15522714.agenda-providing-help-and-support-for-aspiring-teachers/)

 Other professional membership

General Teaching Council of Scotland membership 064679 (2005 - present)