The Learning and Teaching of Geometry in Secondary Schools. Routledge.
Herbst, P., Fujita, T., Halverscheid, S., and Weiss, M. (2017)
Impact Assessment of STEM Initiatives in Improving Educational Outcomes. AuthorHouse
Banerjee, P. (2017)
Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges (pp. xiii-xxi). The Netherlands: SensePublishers
Mansour, N. & Al-Shamrani, S. (2015).
Centre staff have authored, edited and collaborated on a number of publications. Full listings of all publications can be found on our Staff profiles
Dillon, J. (2016). Towards a Convergence Between Science and Environmental Education: The Selected Works of Justin Dillon. New York: Routledge.
Reid, A., & Dillon, J. (2017). Environmental Education. London: Routledge.
Herbst, P., Fujita, T., Halverscheid, S., & Weiss, M. (2017). The Learning and Teaching of Geometry in Secondary Schools. London: Routledge.
Banerjee, P. (2017). Impact Assessment of STEM Initiatives in Improving Educational Outcomes. Bloomington IN: AuthorHouse.
Mansour, N., & Al-Shamrani, S. (2015). Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges. Rotterdam: SensePublishers.
Ernest, P., Sriraman, B., & Ernest, N. (2015) Critical Mathematics Education. Theory, Praxis and Reality. Information Age Publishing.
Mansour, N., & Wegerif, R. (2013). Science Education for Diversity in the Knowledge Society: Theory and Practice, New York: Springer.
Komatsu, K., Fujita, T., Jones, K., & Sue, N. (2018). Explanatory unification by proofs in a mathematics classroom. For the Learning of Mathematics, 38, 31-37.
Kim, M., Dillon, J., & Song, J. (2018). The factors and features of museum fatigue in science centres felt by Korean students. Research in Science Education. https://doi.org/10.1007/s11165-018-9695-x.
Fujita, T., Jones, D. K., & Miyazaki. M. (2018). Learners' use of domain-specific computer-based feedback to overcome logical circularity in deductive proving in geometry. ZDM, 50(4), 699–713.
Wong, V., Dillon, J., & King, H. (2016). STEM in England: meanings and motivations in the policy arena. International Journal of Science Education. 38(15), 2346-2366.
Dillon, J., Stevenson, R.B., & Wals, A.E. (2016). Introduction to the special section Moving from citizen to civic science to address wicked conservation problems. Conservation Biology, 30(3), 450–455.
Tasquier, G., Levrini, O., & Dillon, J. (2016). Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change. International Journal of Science Education, 38(4), 539-563.
Dillon, J., DeWitt, J., Pegram, E., Irwin, B., Crowley, K., Haydon, R., King. H., Knutson, K., Veall, D. and Xanthoudaki, M. (2016). A Learning Research Agenda for Natural History Institutions. London: Natural History Museum.
Environmental Education Research (Associate Editor - Professor Justin Dillon)
The International Journal for Technology in Mathematics Education (Editor-in-Chief - Dr Taro Fujita)
International Journal of Science Education (Editor - Professor Justin Dillon)
Philosophy of Mathematics Education Journal (Lead Editor - Emeritus Professor Paul Ernest)
Studies in Science Education (Editor-in-Chief - Professor Justin Dillon)