Selected recent publications
Cleaver E, Lintern, M and McLinden M (2014). Teaching and Learning in Higher Education: Disciplinary Approaches to Educational Enquiry. London: Sage.
This text explores broad best practice approaches to undertaking enquiry into learning and teaching in higher education. It provides an introduction for staff who have been educated within a range of academic disciplines, often with high-level but very focused knowledge about, and understandings of, research processes to the potentially new world of educational enquiry. This is complemented by chapters exploring what educational enquiry means in the context of different academic disciplines, including physical sciences, mathematics, engineering, the life sciences, the arts, the humanities, the health professions, and law.
Chapters in books
Hodges, E., and McLinden, M. (2014) Sensory Needs in Lacey, P. (Ed) in Supporting Learners with Severe and Profound Learning Difficulties. Sage: London
McLinden, M. and Douglas, G. (2013). Education of children with sensory needs: reducing barriers to learning for children with visual impairment. In: A. Holliman (Ed), Educational Psychology: An International Perspective. Routledge: London
Peer Reviewed Project Reports
McLinden, M. and McCracken W. (2015) A review of the role, organisation and management of the visiting teachers service for children with hearing and visual impairment service in Ireland. Final Report. Department of Education and Skills, Ireland. https://www.education.ie/en/Publications/Education-Reports/pub_ed_review_VTHVI_service_ireland.pdf
The following three reports have been developed as part of a broader HEA research project Flexible Pedagogies: preparing for the future. Part-time learners and learning is one of five main focus strands embedded within the theme of flexible learning. It offers a summary and analysis of the current state of play, as well as recommendations for developing robust and appropriate flexible pedagogies with a view to influencing policy, future thinking and change within the rapidly-shifting landscape of learning and teaching in HE.
McLinden, M (2013) Flexible Pedagogies: Part Time Learning and Learners’ Final Report. Higher Education Academy: York.
McLinden, M (2013) Flexible Pedagogies: Student Learning Pathway. Higher Education Academy: York
McLinden, M (2013) Flexible Pedagogies: Synthesis of Case Studies. Higher Education Academy: York
Douglas,G., and McLinden, M. (2013) A guide to the design, selection and use of outcome measures in services for people with visual impairment. Thomas Poklington Trust: London.
Douglas, G., Travers, J., McLinden, M., Robertson, C., Smith, E., Macnab, N., Powers, S., Guldberg, K., McGough, A., O’Donnell, M. and Lacey, P. (2012). Measuring Educational Engagement, Progress and Outcomes for Children with Special Educational Needs: A Review. National Council for Special Education (NCSE), Trim, Ireland. http://www.ncse.ie/research/researchreports.asp
McCall, S., McLinden, M. and Douglas, G. (2011). A review of the literature into effective practice in teaching literacy through braille. RNIB. http://www.rnib.org.uk/aboutus/research/reports/education/pages/braille_review.aspx
McLinden, M., Douglas, G., Hewett, R.,Cobb, R., & Lynch, P. (2017). Facilitating Participation in Education: The Distinctive Role of the Specialist Teacher in Supporting Learners with Vision Impairment in Combination with Severe and Profound and Multiple Learning Difficulties. Journal of Blindness Innovation and Research, 7(2). doi: http://dx.doi.org/10.5241/7-124
Gladstone, M., McLinden, M., Douglas, G. et al. (2017) ‘Maybe I will give some help…. maybe not to help the eyes but different help’: an analysis of care and support of children with visual impairment in community settings in Malawi. Child: Care, Health and Development. View abstract http://onlinelibrary.wiley.com/doi/10.1111/cch.12462/abstract
Hewett, R., Douglas, G., McLinden, M. & Keil, S. (2017) Developing an inclusive learning environment for students with visual impairment in higher education: progressive mutual accommodation and learner experiences in the United Kingdom. European Journal of Special Needs Education. 32:1, 89-109. DOI: 10.1080/08856257.2016.1254971
McLinden, M. (2016). Examining proximal and distal influences on the part-time student experience through an ecological systems theory'. Teaching in Higher Education. http://www.tandfonline.com/doi/full/10.1080/13562517.2016.1248391
McLinden, M. and McCracken, W. (2016) Review of the Visiting Teachers Service for Children with Hearing and Visual Impairment in supporting inclusive educational practice in Ireland: Examining stakeholder feedback through an ecological systems theory. European Journal of Special Needs Education. http://dx.doi.org/10.1080/08856257.2016.1194570
McLinden, M., Douglas, G., Hewett, R., Cobb, R. & Ravenscroft, J. (2016). Access to Learning and Learning to Access: the role of the specialist teacher of children and young people with vision impairments in facilitating curriculum access. British Journal of Visual Impairment. May, 1-19. DOI: 10.1177/0264619616643180
Douglas, G., McLinden, M., Robertson, C., Travers, J. & Smith, E. (2016) Including pupils with special educational needs and disability in national assessment: Comparison of three country case studies through an inclusive assessment framework. International Journal of Disability, Development and Education. 63, 1.
McLinden, M., Edwards, C., Garfield, J., Moron-Garcia, S. (2015) Strengthening the Links Between Research and Teaching: Cultivating Student Expectations of Research-informed Teaching . Education in Practice, Vol. 2 No. 1, pp24-29.https://intranet.birmingham.ac.uk/staff/teaching-academy/documents/public/eip-dec15/mclinden.pdf
McLinden, M., Douglas, G. and Carmichael, F. (2015) Flexible Pedagogies for Part Time Learners: Guiding the learning journey of part-time postgraduate social science research students. Journal of Widening Participation and Lifelong Learning . 17 (2), 80-95(16). DOI: http://dx.doi.org/10.5456/WPLL.17.2SI.80
McLinden , M., Grove, M., Green, J. and Birch, A. (2014) Developing and Embedding Inclusive Policy and Practice within the University of Birmingham. Education in Practice, Vol. 1 No. 1, pp18-21. https://intranet.birmingham.ac.uk/staff/teaching-academy/documents/public/eip-nov14/McLinden.pdf
Frank, H., McLinden, M. and Douglas, G. (2014) Investigating the learning experiences of student physiotherapists with visual impairments: An exploratory study. British Journal of Visual Impairment. 32 (3), 223-235. DOI: http://dx.doi.org/10.1177/0264619614537813
McLinden, M. (2012) Mediating haptic exploratory strategies in children who have visual impairment and intellectual disabilities. Journal of Intellectual Disability Research. 56(2),129-39
Lynch, P., McLinden, M., Douglas, G., McCall, S. (2012). Developing participatory approaches for use in an action research project with teachers who support children with visual impairment in Kenya and Uganda: Reflections on the relational praxis between project partners. Research in Comparative and International Education. 7(3), 282-295.
McLinden, M. and Edwards, C. (2011) Developing a culture of enquiry-based, independent learning in a research-led institution: Findings from a survey of pedagogic practice International Journal for Academic Development. 16 (2), 147-162.
Douglas, G., McLinden, M., McCall, S., Pavey, S., Ware, J., and Farrell, A. (2011). Access to print literacy for children and young people with visual impairment: findings from a review of literature. European Journal of Special Needs Education, 26(1), 25-38.
Douglas, G., McLinden, M., Farrell, A., Ware, J., McCall, S., and Pavey, S. (2011). Access to print literacy for children and young people with visual impairment: policy and practice. European Journal of Special Needs Education 26(1), 39-46.