Our members have written, edited and collaborated on a wide range of publications, some of which are shown here.  Full details of staff publications can be found in our Staff profiles.

Robinson W, Freathy R, Doney J (2017). Politics, Professionals and Practitioners. London, Routledge.

Robert Michael Lundin, Kiran Bashir, Alison Bullock, Camille E Kostov, Karen L Mattick, Efharis Panagopoulou, Charlotte E Rees, Lynn V Monrouxe. "I'd been like freaking out the whole night": Developing an emotion regulation event model based on junior doctors' narratives. In press, AHSE.

Hammond, Hancock, Roberts, Mattick. 2017. Comparing tolerance of ambiguity in medical and vet students. In press, Journal of Veterinary Education.

Neve H, Bull S, Gilbert K, Mattick K. Updating Problem Based Learning. In press, The Clinical Teacher.

Baumfield, V., (2016) Teachers for the twenty-first century: A transnational analysis of the role of the university in teacher education in the United Kingdom. Chapter 4 in Moon, B. (2016) Do Universities have a Role in the Education and Training of Teachers?. Cambridge University Press. Book Launch and Interview with editor, Bob Moon.

Monrouxe, L. V., Grundy, L.,  Mann, M., John, Z., Panagoulas, E., Bullock, A., Mattick K.  (2017) How prepared are UK medical graduates for practice? A rapid review of the literature 2009–2014. BMJ Open.  Full text

Elliott D, Baumfield, V, Reid K, Makara Fuller K (2016) Hidden treasure: Successful international doctoral students who found and harnessed the hidden curriculum. Oxford Review of Education. Full text

Robinson, W (2016 ) ‘Teacher Education over Time’ in Jean Clandinin and Jukka Husu (eds), The SAGE Handbook of Research on Teacher Education (London: SAGE Publications)

Robinson, W (2016) 'The English Teachers' Centre and its Influence on the Wider International Professional Development of Teachers 1960-1995: Past Perspectives and Current Possibilities? In Tanya Norton (ed.), Professional Development: Recent Advances and Future Directions (New York: Nova Science Publishers)

Robinson, W (2016) 'Educational Knowledge and Teacher Education in England and Wales: The development of practical experimental pedagogy 1900-1920', in Horlacher, R. and Hoffman-Ocon, A. (eds) Educational knowledge in Teacher Education (Germany: Klinkhardt Press).

Robinson, W and Hilli, A (2016) ‘The English ‘Teaching Excellence Framework’ and Professionalising Teaching and Learning in Research-Intensive Universities: An Exploration of Opportunities, Challenges, Rewards and Values from a Recent Empirical Study’. Foro de Educación 14:21.

Dyer S, Williams R, Walkington H, Morton K, Wyse S (2016) Shifting landscapes: from coalface to quicksand? Teaching Geography, Earth and Environmental Sciences in Higher Education. Area. Full text.

Simojoki, H, Schweitzer, F, Parker, SG, Freathy, R (2016) Die Professionalisierung des Religionslehrerberufs als Aufgabe und Gegenstand religionspädagogischer Forschung. Historische und systematische Perspektiven.  Zeitschrift für Pädagogik und Theologie, 68(2), 135-152.  Full text

Simojoki, H, Schweitzer, F, Parker, SG, Freathy, R (2016) Editorial. Zeitschrift für Pädagogik und Theologie, 68(2), 131-133 Full text

Freathy R, Parker S (2016) Future of religious education under threat from drive to make all schools academies. The Conversation. Full text

Parker, H. M., Mattick, K. (2016) The determinants of antimicrobial prescribing among hospital doctors in England: a framework to inform tailored stewardship interventions. British Journal of Clinical Pharmacology

Freathy R, Parker SG, Schweitzer F, Simojoki H (2016). Conceptualizing and Researching the Professionalization of Religious Education Teachers: Historical and International Perspectives. British Journal of Religious Education38(2), 114-129. Full text

Freathy R, Parker SG, Schweitzer F, Simojoki H (2016). Professionalism, Professionalisation and Professionality in Religious Education. British Journal of Religious Education38(2), 111-113. Full text

Baumfield, V. (2016) Making a difference in the Religious Education classroom: integrating theory and practice in teachers’ professional learning. British Journal of Religious Education38(2), 141-151.

Hall, E., Cleland, J., Mattick, K. (2016). Partnerships in medical education: looking across disciplinary boundaries to extend knowledge. Perspectives in Medical Education. DOI 10.1007/s40037-016-0261-9 (open access)

Mattick K, Kaufhold K, Kelly N, Cole J, Scheffler G, Rees C,Bullock A, Gormley G, Monrouxe L. 2016. Implications of aligning full registration of doctors with medical school graduation: a qualitative study of stakeholder perspectives. BMJ Open  2016;6:e010246  doi:10.1136/bmjopen-2015-010246.

Monrouxe, L., Bullock, A., Rees, C., Mattick, K., Webb, K., Lall, K. & Lundin R. (2015) Foundation doctors, transitions and emotions. Final report from a programme of research commissioned by the General Medical Council. 

Wong, G., Brennan, N., Mattick, K., Pearson, M., Briscoe, S., Papoutis, C. (2015) Interventions to improve antimicrobial prescribing of doctors in training: the IMPACT (IMProving Antimicrobial presCribing of doctors in Training) realist review.  BMJ Open, November 17 2015

Robinson, W. (2015) 'Educational Knowledge and Teacher Education in England and Wales: The development of practical experimental pedagogy 1900-1920' in Rebekka Horlacher and Andreas Hoffman-Ocon, Educational knowledge in Teacher Education. (Germany Klinkhardt Press)

Burkill, S. (2014) Challenging Pedagogic Norms: Engaging First-year Undergraduates in an Intensive Research Informed Learning Programme. Chapter 5 in P. C. Layne, P. Lake (eds.), Global Innovation of Teaching and Learning in Higher Education, Professional Learning and Development in Schools and Higher Education 11. Springer International Publishing,  Switzerland. 

Robinson W, Freathy R, Doney J (2014). Politics, professionals and practitioners. History of Education43(6), 719-723. Full text

Freathy R, Parker SG, Schweitzer F, Simojoki H (2014). Towards international comparative research on the professionalization of Religious Education. Journal of Beliefs and Values: Studies in Religion and Education35(2), 225-241. Full text

L Monrouxe, A Bullock, J Cole, G Gormley, K Kaufhold, N Kelly, K Mattick, C Rees, G Scheffler. (2014) How Prepared are UK Medical Graduates for Practice? Final report from a programme of research commissioned by the General Medical Council. 

Robinson, W. (2014) A Learning Profession? Teachers and their Professional Development in England and Wales 1920-2000  (Rotterdam/Boston: Sense Publishers).

Brennan, N. & Mattick, K. (2013) A systematic review of educational interventions to change behaviour of prescribers in hospital settings, with a particular emphasis on new prescribers. Online early, British Journal of Clinical Pharmacology, 75(2):359-72.

Robinson, W. (2013) Capturing the 'Willing Enthusiasts' and 'Lame Ducks': Central government and the history of teacher professional development in England and Wales 1920-1975. Paedagogica Historica: International Journal of the History of Education, 49 (3), 345-360.

Baxter, E., Mattick, K., Kuyken, W. (2012) Assessing health care students' intentions and motivations for learning: the Healthcare Learning and Studying Inventory (HLSI). Online early, Advances in Health Sciences Education.

Hancock, J., Mattick, K. (2012) Increasing students’ tolerance of ambiguity: the need for caution. Letter, Academic Medicine, 87(7), 834.

Haynes, G., McCrone, T. & Wade, P. (2012) Young people’s decision making: The importance of high quality school-based careers education, information, advice and guidance, Research Papers in Education, DOI:10.1080/02671522.2012.727099

Haynes, G. & Lynch, S. (2012): Local partnerships: blowing in the wind of national policy changes, British Educational Research Journal, DOI:10.1080/01411926.2011.647680

Mattick, K., Barnes, R., & Dieppe, P. (2012) Medical Education: a particularly complex intervention to research? Online early, Advances in Health Sciences Education.

Robinson, W. (2012). 'The Struggle for the History of Education'. History of Education, 41(5), 702-707.

Robinson, W. (2012). Curriculum and the teachers: 35 years of the Cambridge Journal of Education. History of Education, 41(3), 431-433.

Wade, L., Harrison, Hollands, Mattick, K., Ricketts, C., Wass, V. (2012) Student perceptions of the progress test in two settings and the implications for test deployment. Advances in Health Sciences Education, 17(4), 573.

Haynes, G., Wade, P. & Lynch, S. (2011): Engaging employers with the 14–19 Diplomas: the employer perspective, Journal of Education and Work, DOI:10.1080/13639080.2011.629182

Osberg, D.C. (2011). On Editing, Improvement and the "Logic of Education". Complicity: an International Journal of Complexity and Education, 8(2), iii-viii.

Robinson, W. (2011). 'That Great Educational Experiment' the City of London Vacation Course in Education 1922-1938: a Forgotten Story in the History of Teacher Professional Development. History of Education, 40(5), 557-575. 

Osberg, D.C. (2010). Knowledge is not made for understanding; it is made for cutting. Complicity: an International Journal of Complexity and Education, 2(7), iii-viii.

Osberg, D.C., Biesta, G.J.J. (2010). The End/s of Education: Complexity and the Conundrum of the Inclusive Educational Curriculum. International Journal of Inclusive Education, 14(6), 593-607.

Osberg, D.C., Biesta, G.J.J. (2010). Complexity Theory and the Politics of Education. Rotterdam, Sense.

Robinson, W. (2010). Revisiting Teacher Professional Development: Past and Present Models 1920-2008. History of Education Researcher, 28-34.

Robinson, W., Campbell, J. (2010). Effective Teaching in Gifted Education: Using a Whole School Approach. London, Routledge.