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Adam W. J. Davies & Ruth Neustifter. (2023) Heteroprofessionalism in the Academy: The Surveillance and Regulation of Queer Faculty in Higher Education. Journal of Homosexuality 70:6, pages 1030-1054.
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Gideon Dishon. (2021) The new natural? Authenticity and the naturalization of educational technologies. Learning, Media and Technology 46:2, pages 156-173.
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Joana G. Aguiar, Ian M. Kinchin, Paulo R. M. Correia, María Elena Infante-Malachias & Thiago R. L. C. Paixão. (2020) Uncovering and comparing academics’ views of teaching using the pedagogic frailty model as a tool: a case study in science education. Educational Research 62:4, pages 434-454.
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Rachael Hains-Wesson, Vikki Pollard, Friederika Kaider & Karen Young. (2020) STEM academic teachers’ experiences of undertaking authentic assessment-led reform: a mixed method approach. Studies in Higher Education 45:9, pages 1797-1808.
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Vilma Žydžiūnaitė & Marius Daugėla. (2020) Teacher’s Professional Self-Awareness Within The Interactions With Students In Higher Education: Temporality and Relationality. Acta Paedagogica Vilnensia 45, pages 160-174.
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Joris Vlieghe & Piotr Zamojski. 2020. Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research. Exploring Self Toward Expanding Teaching, Teacher Education and Practitioner Research
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Attila Lengyel, Szilvia Szőke, Sándor Kovács, Lóránt Dénes Dávid, Éva Bácsné Bába & Anetta Müller. (2019) Assessing the essential pre-conditions of an authentic sustainability curriculum. International Journal of Sustainability in Higher Education 20:2, pages 309-340.
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Lauren Bialystok & Polina Kukar. (2017) Authenticity and empathy in education. Theory and Research in Education 16:1, pages 23-39.
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Ian M. Kinchin. 2017. Pedagogic Frailty and Resilience in the University. Pedagogic Frailty and Resilience in the University
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Karen L. Bouchard, Trista Hollweck & J. David Smith. (2017) Fostering Classroom Communities through Circling With Teacher Candidates. McGill Journal of Education 51:3, pages 1103-1120.
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