School of Education
Research Outputs 2015-16
*Barrett, L., Beaton, M., Head, G., McAuliffe, L., Moscardini, L., Spratt, J. and Sutherland,
M. (2015) Developing inclusive practice in Scotland: the National Framework for Inclusion,
Pastoral Care in Education: An International Journal of Personal, Social and Emotional
Development 33 (3):180-187.
*Bhopal, K. and Deuchar, R. (eds.) (2016) Researching Marginalised Groups. New York:
Routledge.
*Clanachan, T. and Matemba, Y. (2015) Primary teachers’ confidence in religious and moral
education in Scottish non-denominational schools. The STEP Journal 2 (3): 121-133.
*Coburn, A. and Gormally, S. (2015) (in press). Emancipatory praxis - a social justice
approach to equality work. In: C. Cooper, S. Gormally and G. Hughes(eds.) Re-imagining
ways of working with young people – challenging the contemporary order of things.
*Coburn, A. and Gormally, S. (2015) Youth work in schools. In: G. Bright (ed.) Youth Work:
Histories, Policy and Contexts. London: Palgrave macMillan.
*Coburn, A. and Wallace, D. (2016) (in press) Development in and through outdoor
education In: A. Jeffs and J. Ord (eds.) Youth Work and Outdoor Education.
*Cowan, P. (2015) What websites shall we choose for our children: A selective annotative
guide of survivor testimony, Prism 7: 96-100.
*Cowan, P., Kenig, N. and Mycock, A. (2015) The Complexities of Citizenship Education
and Remembrance. CiCe publication.
*Cowan, P. and Maitles, H. (2015) Holocaust Education in Scotland: taking the lead or
falling behind?, in: D. Stevick and Z. Gross (eds.). As the Witnesses Fall Silent: 21st Century
Holocaust Education in Curriculum, Policy and Practice. Dordrecht; Geneva: Springer &
UNESCO IBE.
*Cross, B. (2015). Double edged risk: Disabled people’s negotiation of status in Adult
Protection proceedings. Working Papers in Urban Language ad Literacies 171. London:
Kings College, Centre for Language, Discourse and Communication.
*Day S.P. (2015) (in press) The culture of education today. In C. Martin, M. Fleming and H.
Smith (Eds). Mental Health and Wellbeing in Learning and Teaching. Cove, Argyll & Bute:
Swan & Horn.
*Day, S.P., Fleming, M.P., & Martin, C.R. (2015) (in press) The synergistic nature of metal
health and education. In C. Martin, M. Fleming and H. Smith (Eds). Mental Health and
Wellbeing in Learning and Teaching. Cove, Argyll & Bute: Swan & Horn.
*Fleming, M.P., Day, S.P., & Martin, C.R. (2015) (in press) Job demands, stress and
burnout. In C. Martin, M. Fleming and H. Smith (Eds). Mental Health and Wellbeing in
Learning and Teaching. Cove, Argyll & Bute: Swan & Horn.
*Day, S.P., & Grant-McMahon, L. (2015) (in press) The education system as a complex
adaptive systems. In C. Martin, M. Fleming and H. Smith (Eds). Mental Health and
Wellbeing in Learning and Teaching. Cove, Argyll & Bute: Swan & Horn.
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*Day, S.P., & Grant-McMahon, L. (2015) (in press) Classroom dynamics as a complex
adaptive system. In C. Martin, M. Fleming and H. Smith (Eds). Mental Health and Wellbeing
in Learning and Teaching. Cove, Argyll & Bute: Swan & Horn.
*Deuchar, R., Miller, J. and Barrow, M. (2015) Breaking down barriers with the usual
suspects: Findings from a research-informed intervention with police, young people and
residents in the West of Scotland. Youth Justice: An International Journal 15 (1): 51-75.
*Deuchar, R. (2015) Dilemmas, deception and ethical decision-making: Insights from a
Transatlantic ethnographer. In: K. Bhopal and R. Deuchar (eds.) Researching Marginalised
Groups. New York: Routledge.
*Deuchar, R. (2015) Youth gangs in Scotland. In: H. Crowe, G. Mooney and M. Munro
(eds.) Crime, Justice and Society in Scotland. Abingdon: Taylor and Francis.
*Deuchar, R. and Sapouna, M. (2016) (in press) ‘It’s harder to go to court yourself because
you don’t really know what to expect’: Reducing the negative effects of court exposure
on young people: Findings from an evaluation in Scotland. Youth Justice: An International
Journal.
*Deuchar, R., Søgaard, T., Kolind, T., Thylstrup, B. and Wells, L. (2016) (in press) ‘When
you’re boxing you don’t think so much’: Pugilism, transitional masculinities and criminal
desistance among Young Danish Gang Members. Journal of Youth Studies.
Dombrowski, L., Allan, M., Mohammed, K. (2015) (in press) Learner uptake and
attainment in Scotland: a response focusing on Gaelic and Urdu. Scottish Languages
Review 30.
*Gillies, D. (2015) Human capital, education, and sustainability. Sisyphus – Journal
of Education 2 (3): 78-99.
*Holligan, C. (2015) Breaking the code of the street: extending Elijah Anderson's encryption
of violent street governance to retaliation in Scotland. Journal of Youth Studies 18 (5): 634648.
*Holligan, C. (2014) Becoming a researcher: forms of capital associated with ‘research
capacity’ trajectories of young British social anthropologists. International Journal of
Qualitative Studies in Education. DOI: 10.1080/09518398.2014.974716.
*Holligan, C. and Deuchar, R. (2015) What does it mean to be a man: Psychosocial
undercurrents in the voices of incarcerated (violent) Scottish teenage offenders. Criminology
and Criminal Justice. DOI: 10.1177/1748895814545407
Lee, A. and Murray, R. (2015) Supervising writing: helping postgraduate students develop
as researchers. Innovations in Education and Teaching International 52 (5): 558-570.
Lilemba, J.M. and Matemba, Y.H. (2015) “Reclaiming indigenous knowledge in Namibia’s
post-colonial curriculum: The case of the Mafwe people,” in Chinsembu, K. et al. (eds.),
Indigenous Knowledge of Namibia, Windhoek: UNAM Press, pp.291-319.
MacLeod, M.; Macleod, M.; Dombrowski, L.M.; Jones, K (2015) Lìbhrigeadh Gàidhlig do
dh'Inbhich tro Ùlpan Delivery of Gaelic to Adults through Ùlpan: Final Report to Bòrd na
Gàidhlig. Available online: http://www.gaidhlig.org.uk/bord/wpcontent/uploads/sites/2/Lìbhrigeadh-Gàidhlig-do-dh-Inbhich-tro-Ùlpan-Delivery-of-Gaelicto-Adults-Through-Ùlpan.pdf
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*Matemba, Y.H. (2015) Mismatches between legislative policy and school practice in
religious education: the Scottish case. Religious Education 100 (1): 70-94.
*Matemba, Y.H. and Lilemba, J.M. (2015) Challenging the status quo: Reclaiming
Indigenous Knowledge through Namibia’s Postcolonial Education System”. Diaspora,
Indigenous, and Minority Education: Studies in Migration, Integration, Equity, and Survival,
9(3): 159-174.
*McAuliffe, D. (2015) Cartografiar y Pronosticar la Agenda de Cambio en la Educación en
Arte y Diseño en Escocia (in Spanish) pp121-135. In Re-Estetizando, Algunas Propuestas
Para Alcanzar la Independencia en la Educación del Arte (Eds) María Isabel Moreno
Montoro, Victor Yanes Córdoba and Ana Tirado de la Chica. International Society for
Education Through Art. Porto: InSEA Publications
*McAuliffe, D. (2015) Mapping and forecasting the change agenda in Scottish art and design
education. Studies in Society, Arts and Cultural Management 6: 49-54.
McKechan, S. and Day, S. (2015) (in press) Do advanced qualifications equate to better
mathematical knowledge for primary teaching? Scottish Educational Review 47 (2).
*Mifsud, D. (2015) Circulating power and in/visibility: layers of educational leadership.
Journal of Workplace Learning 27 (1): p. 51-67.
*Mifsud, D. (2015) Distributed leadership in a Maltese college: the voices of those among
whom leadership is distributed in the college and who narrate themselves as leadership
'distributors'. International Journal of Leadership in Education: Theory and Practice.
*Mifsud, D. (2015) The setting-up of multi-site school collaboratives: The benefits of this
organizational reform in terms of networking opportunities and their effects. Improving
Schools. DOI: 10.1177/1365480215591253.
*Mifsud, D. (2015) (in press) The policy discourse of networking and its effects on school
autonomy: A Foucauldian interpretation, Journal of Educational Administration and History.
*Mifsud, D. (2015) (in press) Policy-mandated collegiality in the Maltese education scenario:
The experience of the leaders, Malta Review of Education Research.
*Miller, J., McAuliffe, L., Riaz, N., and Deuchar, R (2015) Exploring youth’s perceptions
of the hidden practice of youth work in increasing social capital with young people
considered NEET in Scotland. Journal of Youth Studies 18 (4): 468-484.
*Pirrie, A. (2015) Icarus falling: re-imagining educational theory. Journal of Philosophy in
Education. DOI: 10.1111/1467-9752.12124.
*Rydzewska, E. and Pirrie, A. (2015) Risk behaviour in transition to adulthood for people
with autism spectrum disorder. Scottish Educational Review.
*Smith, I. (2015) Ethical Principles for Education. Strasbourg: Council of Europe’s Steering
Committee for Educational Policy and Practice (CDPPE).
*Smith, I. (2015) Strengthening integrity and combating corruption in Higher Education in
Armenia: Risk analysis of issues affecting the integrity of the Armenian Higher Education
System. Council of Europe/EU
*Smith, I. (2015) The Ethical Behaviour of All Actors in Education. Council of Europe’s
Steering Committee for Educational Policy and Practice (CDPPE).
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*Søgaard, T. F., Kolind, T., Thylstrup, B. and Deuchar, R. (2015) Desistance and the micro
narrative construction in a Danish rehabilitation centre. Criminology and Criminal Justice.
DOI: 10.1177/1748895815599582.
*Steinberg, S.R. (2015) (in press) Undressing Disney: A wolf in sheep's clothing, Disney,
culture, and curriculum. In: J. Sandlin and J. Maudlin (eds.) Teaching with Disney. New
York, NY: Routledge.
*Steinberg, S. R. (2015) Pesquisa com Bricolagem e Pedagogia Cultural, Estudos Culturais
& Educação. In Contingências, Articulações, Aventuras, Dispersões Canoas: Editora da
ULBRA, .KIRCHOF, Edgar R.; WORTMANN, Maria Lúcia; COSTA, Marisa V. , Brasil,
Eds.
*Steinberg, S. R. (2015). Contextualizing corporate kids: Kinderculture
as cultural
pedagogy. In: S.R. Steinberg and A. Ibrahim (eds.) Critically Researching
Youth. NY: Peter Lang Publishing, pp. 3-23.
*Steinberg, S. R. (2015) Employing the Bricolage as critical research in tteaching English as
a foreign language. In: M. Vicars, S. R. Steinberg, T. McKenna and M. Cacciattolo (eds.)
Beyond the Binaries: Researching Critically in EFL Classrooms. Rotterdam: Sense
Publishing.
Steinberg, S. R. (2015). Foreword: Words, words, words: Discourse theft in the twenty-first
Century. In: M. Baltodono (ed.) Appropriating the Discourse of Social Justice in Teacher
Education, London, UK: Rowman & Littlefield.
*Steinberg, S. R. (2015). Postmodern Fire Hoses: Media Recollections From Southern California
In: K. F. Vassching and D. Hartlep (eds.) The Assault on Communities of Color: Exploring the
Realities of Race-Based Violence. Rowman and Littlefield.
*Steinberg, S. R. (2015). Proposing a Mmultiplicity of meanings: Research Bricolage and
cultural pedagogy. In: K. Tobin and S.R. Steinberg (eds.) Doing Educational Research.
Rotterdam: Sense Publishing, pp. 111-132.
*Steinberg, S. R. and Ibrahim, A. (eds.) (2015) Critically Researching Youth. New
York: Peter Lang Publishing.
*Stevens, G., O'Donnell, V. L., and Williams, L. (2015) Public domain or private data?
Developing an ethical approach to social media research in an inter-disciplinary project.
Educational Research and Evaluation. DOI: 10.1080/13803611.2015.1024010
*Thoutenhoofd, E.D and Pirrie, A. (2015) From self-regulation to learning to learn:
observations on the construction of self and learning. British Educational Research Journal
41 (1): 72-84.
*Tobbell, J. & O’Donnell, V. L. (2015) Transition to postgraduate study: overlooked and
underestimated. In P. Kneale & S. Brown (Eds.), Perspectives on Masters Level
Teaching. London: Palgrave Macmillan.
Tobin, K. and Steinberg, S. (eds.) (2015) Doing Educational Research.
Rotterdam: Sense Publishing.
*Vicars, M., Steinberg, S.R., and McKenna, T. (eds.) (2015) The Praxis of
English Language Teaching and Learning: Beyond the Binaries…Researching
Critically in the EFL Classroom. Rotterdam: Sense Publishing.
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* denotes peer-reviewed outputs
outputs; peer-reviewed
Last updated: October 2015
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