Publications

Refugee Integration Evidence in Scotland: A study of evidence available to support the New Scots Refugee Integration Strategy 2018-2022

Rahbarikorroyeh, H. Z.

Contributions to Specialist Publications

Additional Links

https://www.gov.scot/publications/refugee-integration-evidence-scotland-study-evidence-available-support-new-scots-refugee-integration-strategy-2018-2022/pages/7/

Designing Strategic Classrooms: Self-assessment in Enabling Self-regulated Learning

Coyle, D.

Learning Strategy Instruction in the Classroom: Issues and Implementation. Chamot, A. U., Harris, V. (eds.). MultiLingual Matters, pp. 53-67, 15 pages

Chapters in Books, Reports and Conference Proceedings: Chapters

The Demographics of RE teachers in England and Scotland in 2017: An Empirical Study

Smith, D. R., Pearce, J., Nixon, G.

Contributions to Conferences: Papers

Educational Inclusion in Samlout & Rukhak Kiri, Cambodia: A Scoping Study Report

Ravet, J., Mtika, P.

Commissioned by KHEN. 26 pages

Books and Reports: Other Reports

Open Access

http://aura.abdn.ac.uk/bitstream/2164/12503/1/Educational_Inclusion_in_Cambodia_Scoping_Study_Report.pdf

Intergenerational Learning and Transformational Leadership for Sustainable Futures

McLennan, N. D. R.

Scottish Educational Review, vol. 51, no. 1, pp. 81-82

Contributions to Journals: Reviews of Books, Films and Articles

045 Is there scope to implement the evidence-based Walk With Ease programme more widely in the United Kingdom?: A mixed-methods feasibility study

Martin, K. R., Stelfox, K., Gaihre, S., Morrison, Z. J., Smith, T. O., Walk With Ease Research Study Team

Rheumatology, vol. 58, no. Supplement 3, kez106.044

Contributions to Journals: Articles

Digital Object Identifier

https://doi.org/10.1093/rheumatology/kez106.044

Alfabetização Micropolítica e Formação Profissional de Professores Iniciantes (Micropolitan Literacy and Vocational Training for Beginners)

Shanks, R.

Currículo sem Fronteiras, vol. 19, no. 1, pp. 134-150

Contributions to Journals: Articles

Online

http://www.curriculosemfronteiras.org/vol19iss1articles/shanks.html

Open Access

http://aura.abdn.ac.uk/bitstream/2164/12316/1/shanks.pdf

Additional Links

View publication in Scopus

From Oil to Soil: Learning for Sustainability and Transitions within the School Garden: a project of cultural and social re-learning

Gray, D., Colucci-Gray, L., Donald, R., Kyriakou, A., Wodah, D.

Scottish Educational Review, vol. 51, no. 1, pp. 57-70

Contributions to Journals: Articles

Open Access

http://aura.abdn.ac.uk/bitstream/2164/13743/1/Gray_FromOilToSoil_VOR.pdf

The Great Game of Power: Critical Pedagogy in Conflicted Times

Ackland, A. M., Crichton, G., Steedman, E.

The Journal of Contemporary Community Education Practice Theory, vol. 10, no. 1

Contributions to Journals: Articles

Online

http://concept.lib.ed.ac.uk/article/view/2996

Open Access

http://aura.abdn.ac.uk/bitstream/2164/12204/1/The_Great_Game_of_Power.pdf

Lesson study outcomes: a theoretical model

Mynott, J.

International Journal for Lesson and Learning Studies, vol. 8, no. 2, pp. 117-134

Contributions to Journals: Articles

Digital Object Identifier

https://doi.org/10.1108/IJLLS-08-2018-0057