Elizabeth Rushton is Professor in Education and Head of the Education Division, Faculty of Social Sciences, University of Stirling, where she teaches on a range of Postgraduate taught programmes and supervises doctoral and post-doctoral research.
Her research expertise is interdisciplinary, drawing on the disciplines of education and geography. This includes the education and professional development of teachers, student participation in research and decision making and, human and environment interactions over time. These areas of expertise intersect with a range of fields including geography and science education, climate change and environmental education, and decolonisation and anti-racism in education.
Her research seeks to enable and develop meaningful and reciprocal partnerships between scholarship and practice in education and geography. This includes developing pathways, such as co-authorship, so that the knowledge and understanding of teachers and young people can inform education and environmental scholarship and policy making.
Recent work has been funded by the Economic and Social Research Council, the British Educational Research Association, Leverhulme and the Royal Society of Arts. Consultancy projects include working with the British Council to develop school-based climate change education in Iraq.
She serves on the Editorial Boards of The Curriculum Journal, the Journal of Geography in Higher Education, the BERA Blog and is co-convenor of BERA's Education for Environmental Sustainability Special Interest Group.
Previously, she was Head of Department of Curriculum, Pedagogy and Assessment, Institute of Education, University College London where she also held roles as Research Director of UCL’s Centre for Climate Change and Sustainability Education and Programme Director of the MA Education.
Prior to joining UCL she was the inaugural Programme Director of the secondary geography postgraduate certificate in education programme at King’s College London having worked as a secondary school geography teacher in south-east England. Her doctoral research focused on the Environmental History of Belize, Central America, funded by the AHRC and was completed in 2014.
• Education for environmental sustainability with a focus on inclusive and participatory approaches. • Teacher education and professional development. • Identity in education including teachers’ professional identities, science identities and collaborative identity development. • Education inequalities including gender and race and decoloniality in education settings.
Book Chapter
Changing the Climate of School-based Climate Change Education in England
Dunlop L & Rushton E (2024) Changing the Climate of School-based Climate Change Education in England. In: Pink WT, Beasy K, Maguire M, te Riele K & Towers E (eds.) Innovative School Reforms: International Perspectives on Reimagining Theory, Policy, and Practice for the Future. Education, Equity, Economy, 11. Cham: Springer, pp. 169-183. https://doi.org/10.1007/978-3-031-64900-4_10
Article
Duckett SM, Löfstedt R & Rushton EAC (2024) Equipping society for everyday lives: risk experts' priorities for risk education in secondary schools. Journal of Risk Research. https://doi.org/10.1080/13669877.2024.2423201
Article
Youth Climate Questions. Challenging Technofixes and a Call for Socio-political Action
Rushton EAC & Dunlop L (2024) Youth Climate Questions. Challenging Technofixes and a Call for Socio-political Action. Science and Education. https://doi.org/10.1007/s11191-024-00579-z
Article
Quiroz-Martinez D & Rushton EAC (2024) Exploring strategies to sustain teacher agency in the context of 'hyper-accountability': Reflections from ten experienced chemistry school teachers in Chile. Teaching and Teacher Education, 152, Art. No.: 104787. https://doi.org/10.1016/j.tate.2024.104787
Research Report
Research Ethics Case Studies 2024: Frontlines of climate change education
Dunlop L & Rushton E (2024) Research Ethics Case Studies 2024: Frontlines of climate change education. British Educational Research Association. Research Ethics Case Studies 2024. London. https://www.bera.ac.uk/publication/research-ethics-case-studies-2024-frontlines-of-climate-change-education
Article
Rushton E, Walshe N, Kitson A & Sharp S (2024) Leading whole school spaces of agency for climate change and sustainability education. A case study of four schools from England. Journal of Professional Capital and Community. https://doi.org/10.1108/JPCC-06-2024-0093
Article
Rushton E (2024) Responding to the moral complexities of climate change education through intergenerational dialogue in teacher education. Journal of Moral Education. https://doi.org/10.1080/03057240.2024.2330147
Article
Fostering teacher agency in school-based climate change education in England, UK
Rushton E, Dunlop L & Atkinson L (2024) Fostering teacher agency in school-based climate change education in England, UK. Curriculum Journal. https://doi.org/10.1002/curj.253
Article
What role can 'public switching' play in researching public perceptions of controversial issues?
Dunlop L, Rushton EAC, Clayton S, Essex J, Stubbs J & Turkenburg-Van Diepen M (2024) What role can 'public switching' play in researching public perceptions of controversial issues?. International Journal of Social Research Methodology. https://doi.org/10.1080/13645579.2024.2303033
Article
Early career teacher mentoring in England: a case study of compliance and mediation
Murtagh L, Dawes L, Rushton EAC & Ball-Smith C (2024) Early career teacher mentoring in England: a case study of compliance and mediation. Professional Development in Education. https://doi.org/10.1080/19415257.2023.2291357
Article
Gandolfi HE, Rushton EAC, Fernandes Silva L & Sarti da Silva Carvalho MB (2024) Teacher educators and environmental justice: conversations about education for environmental justice between science and geography teacher educators based in England and Brazil. Cultural Studies of Science Education.
Article
Gandolfi H, Glowach T, Walker L, Walker S & Rushton E (2024) Exploring decolonial and anti‐racist perspectives in teacher education and curriculum through dialogue. Curriculum Journal. https://doi.org/10.1002/curj.246
Edited Book
Becoming a Teacher 6th Edition
Gibbons S, Glackin M, Rushton E, Towers E & Brock R (eds.) (2023) Becoming a Teacher 6th Edition. New York: McGraw Hill. https://www.mheducation.co.uk/becoming-a-teacher-issues-in-secondary-education-6e-9780335251667-emea-group
Book Chapter
The pastoral role of a teacher
Jones J & Rushton E (2023) The pastoral role of a teacher. In: Gibbons S, Glackin M, Rushton E, Towers E & Brock R (eds.) New York: McGraw Hill. https://www.mheducation.co.uk/becoming-a-teacher-issues-in-secondary-education-6e-9780335251667-emea-group#configurable-product-options-title
Book Chapter
Teacher identity: developing a positive professional identity in your teaching career.
Rushton E & Towers E (2023) Teacher identity: developing a positive professional identity in your teaching career.. In: Gibbons S, Glackin M, Rushton E, Towers E & Brock R (eds.) Becoming a Teacher. 6 ed. New York: McGraw Hill. https://www.mheducation.co.uk/becoming-a-teacher-issues-in-secondary-education-6e-9780335251667-emea-group#configurable-product-options-title
Research Report
Enhancing climate change education in Iraq. A report for the British Council
Rushton E & Greer K (2023) Enhancing climate change education in Iraq. A report for the British Council. British Council. London.
Consultancy Report
Global priorities for enhancing school-based climate change and sustainability education
Rushton E, Sharp S & Walshe N (2023) Global priorities for enhancing school-based climate change and sustainability education. British Council. www.britishcouncil.org/research-insight/climate-education-schools; https://doi.org/10.57884/eeh3-9w93
Article
Researching education for environmental sustainability through intergenerational dialogue
Rushton E, Dunlop L, Atkinson L, Stubbs J, Diepen MT & Wood L (2023) Researching education for environmental sustainability through intergenerational dialogue. International Research in Geographical and Environmental Education. https://doi.org/10.1080/10382046.2023.2270399
Website Content
Understanding teacher identity in teachers’ professional lives.
Rushton E, Towers E, Rawlings Smith E & Steadman S (2023) Understanding teacher identity in teachers’ professional lives.. BERA Blog [ Blog post] 12.09.2023. https://www.bera.ac.uk/blog/understanding-teacher-identity-in-teachers-professional-lives-findings-from-a-systematic-review-of-the-literature
Website Content
Dicey Dialogue: engaging scientists with public understanding.
Dunlop L & Rushton E (2023) Dicey Dialogue: engaging scientists with public understanding.. National Co-ordinating Centre for Public Engagement [Blog post] 08.09.2023. https://www.publicengagement.ac.uk/whats-new/blog/dicey-dialogue-engaging-scientists-with-public-understanding
Article
Space as a lens for teacher agency: A case study of three beginning teachers in England, UK
Rushton EAC & Bird A (2023) Space as a lens for teacher agency: A case study of three beginning teachers in England, UK. Curriculum Journal. https://doi.org/10.1002/curj.224
Research Report
What do climate change and sustainability have to do with me?’ A survey of teachers in England.
Greer K, Sheldrake R, Rushton E, Kitson A, Hargreaves E & Walshe N (2023) What do climate change and sustainability have to do with me?’ A survey of teachers in England.. University College London. London. https://discovery.ucl.ac.uk/id/eprint/10173208/1/Teaching%20climate%20change%20and%20sustainability_CCCSE%20survey_July%202023.pdf
Article
Rawlings Smith E & Rushton EAC (2023) Geography teacher educators’ identity, roles and professional learning in a volatile, uncertain, complex and ambiguous world. International Research in Geographical and Environmental Education, 32 (3), pp. 252-267. https://doi.org/10.1080/10382046.2022.2153988
Article
Rushton E, Rawlings Smith E, Steadman S & Towers E (2023) Understanding teacher identity in teachers professional lives: a systematic review of the literature.. Review of Education, Art. No.: e3417.
Article
Murtagh L & Rushton EA (2023) The role of teacher educator virtual communities of practice (VCoPs) in mobilising policy engagement: A case study of the initial teacher training market review from England. Asia-Pacific Journal of Teacher Education, pp. 1-19. https://doi.org/10.1080/1359866x.2023.2191306
Website Content
Rushton E, Dunlop L & Atkinson L (2023) Weaving a ‘green thread’ of climate change education: Primary and secondary school teachers’ current practice. BERA Blog [Blog post] 17.04.2023. https://www.bera.ac.uk/blog/weaving-a-green-thread-of-climate-change-education-primary-and-secondary-school-teachers-current-practice
Article
Rushton EAC, Sharp S, Kitson A & Walshe N (2023) Reflecting on Climate Change Education Priorities in Secondary Schools in England: Moving beyond Learning about Climate Change to the Emotions of Living with Climate Change. Sustainability, 15 (8), p. 6497. https://doi.org/10.3390/su15086497
Editorial
Gandolfi H & Rushton EAC (2023) Decolonial and anti‐racist perspectives in teacher training and education curricula in England and Wales. The Curriculum Journal, 34 (1), pp. 1-7. https://doi.org/10.1002/curj.200
Article
Rushton EA, Gibbons S, Brock R, Cao Y, Finesilver C, Jones J, Manning A, Marshall B, Richardson C, Steadman S, Suh S & Towers E (2023) Collaborative identity development during a global pandemic: exploring teacher identity through the experiences of pre-service high school teachers in England. European Journal of Teacher Education, pp. 1-24. https://doi.org/10.1080/02619768.2023.2175663
Article
Towers E, Rushton EA, Gibbons S, Steadman S, Brock R, Cao Y, Finesilver C, Jones J, Manning A, Marshall B & Richardson C (2023) The "problem" of teacher quality: exploring challenges and opportunities in developing teacher quality during the Covid-19 global pandemic in England. Educational Review. https://doi.org/10.1080/00131911.2023.2184771
Website Content
Gandolfi H & Rushton E (2023) Decolonial and anti-racist pedagogies and curricular in teacher education: The importance of partnerships between practice and scholarship. BERA Blog [Blog post] 23.03.2023. https://www.bera.ac.uk/blog/decolonial-and-anti-racist-pedagogies-and-curricular-in-teacher-education-the-importance-of-partnerships-between-practice-and-scholarship
Article
Rushton EA, Dunlop L, Atkinson L, Price L, Stubbs JE, Turkenburg-van Diepen M & Wood L (2023) The challenges and affordances of online participatory workshops in the context of young people's everyday climate crisis activism: insights from facilitators. Children's Geographies, 21 (1), pp. 137-146. https://doi.org/10.1080/14733285.2021.2007218
Article
An introduction to the co-creation of policy briefs with youth and academic teams
Dunlop L, Rushton EAC, Atkinson L, Blake C, Calvert S, Cornelissen E, Dècle CCM, DeSchrijver J, Dhassi KK, Edwards RPR, Malaj G, Mirjanić J, Saunders WE, Sinkovec Y & Stadnyk T (2023) An introduction to the co-creation of policy briefs with youth and academic teams. Journal of Geography in Higher Education, 47 (1), pp. 149-159. https://doi.org/10.1080/03098265.2021.2001793
Article
Putting climate change at the heart of education: Is England's strategy a placebo for policy?
Dunlop L & Rushton EAC (2022) Putting climate change at the heart of education: Is England's strategy a placebo for policy?. British Educational Research Journal, 48 (6), pp. 1083-1101. https://doi.org/10.1002/berj.3816
Book Chapter
Mentoring School Student Research as an Approach to Geography Teacher Professional Development.
Rushton E & Walkington H (2022) Mentoring School Student Research as an Approach to Geography Teacher Professional Development.. In: Artvinli E, Gryl I, Lee J & Mitchell JT (eds.) Geography Education and Teacher Professionalization. International Perspectives on Geographical Education. Cham, Switzerland: Springer International Publishing, pp. 277-290. https://doi.org/10.1007/978-3-031-04891-3_18
Editorial
Climate change, sustainability and the environment: the continued importance of biological education
Rushton EAC & Walshe N (2022) Climate change, sustainability and the environment: the continued importance of biological education. Journal of Biological Education, 56 (3), pp. 243-244. https://doi.org/10.1080/00219266.2022.2116843
Article
Rushton EA, Murtagh L, Ball-Smith C, Black B, Dunlop L, Gibbons S, Ireland K, Morse R, Reading C & Scott C (2022) Reflecting on 'classroom readiness' in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK. Journal of Education for Teaching, 49 (4), pp. 551-568. https://doi.org/10.1080/02607476.2022.2150840
Article
Teacher and youth priorities for education for environmental sustainability: A co-created manifesto
Dunlop L, Rushton EAC, Atkinson L, Ayre J, Bullivant A, Essex J, Price L, Smith A, Summer M, Stubbs JE, Diepen MT & Wood L (2022) Teacher and youth priorities for education for environmental sustainability: A co-created manifesto. British Educational Research Journal, 48 (5), pp. 952-973. https://doi.org/10.1002/berj.3803
Website Content
The “impractical wisdom” of the Early Career Framework.
Murtagh L, Dawes L, Rushton E & Ball-Smith C (2022) The “impractical wisdom” of the Early Career Framework.. BERA Blog [Blog post] 05.10.2022. https://www.bera.ac.uk/blog/the-impractical-wisdom-of-the-early-career-framework
Article
What enables student geography teachers to thrive during their PGCE year and beyond?
Rushton E, Nayeri C, Beardmore Crowther D, Griffiths L, Newell P, Sayliss Z, Wise J & Zeina A (2022) What enables student geography teachers to thrive during their PGCE year and beyond?. Journal of Geography in Higher Education, 46 (4), pp. 628-637. https://doi.org/10.1080/03098265.2021.1978064
Website Content
Steadman S & Rushton E (2022) Understanding and mitigating the impact of Covid-19 disruption on trainee and early career teachers in secondary schools.. BERA Blog [Blog post] 23.09.2022. https://www.bera.ac.uk/blog/understanding-and-mitigating-the-impact-of-covid-19-disruption-on-trainee-and-early-career-teachers-in-secondary-schools
Research Report
Steadman S, Rushton E, Gibbons S & Sreenan N (2022) Understanding and mitigating the impact of Covid-19 disruption on trainee and early career teachers in secondary schools. King's College London Funded by ESRC. London. https://www.kcl.ac.uk/ecs/assets/projects/findings-and-recommendations-to-address-teacher-quality-and-enable-retention.pdf
Website Content
Hammond L, Rushton E & Puttick S (2022) Where’s the geography? The importance of geography to disciplinary debates about, and teaching in, education.. BERA Blog [Blog post] 19.07.2022. https://www.bera.ac.uk/blog/wheres-the-geography-the-importance-of-geography-to-disciplinary-debates-about-and-teaching-in-education
Article
Education for Environmental Sustainability and the Emotions: Implications for Educational Practice
Dunlop L & Rushton EAC (2022) Education for Environmental Sustainability and the Emotions: Implications for Educational Practice. Sustainability, 14 (8), p. 4441. https://doi.org/10.3390/su14084441
Website Content
The place of education in the government’s draft sustainability and climate change strategy.
Rushton E & Dunlop L (2022) The place of education in the government’s draft sustainability and climate change strategy.. BERA Blog [Blog post] 02.02.2022. https://www.bera.ac.uk/blog/the-place-of-education-in-the-governments-draft-sustainability-and-climate-change-strategy
Article
Rushton E & Nayeri C (2022) Methodologies for decolonising geography curricula in the secondary school and in initial teacher education. London Review of Education, 20 (1). https://doi.org/10.14324/LRE.20.1.04
Article
Youth co-authorship as public engagement with geoengineering
Dunlop L, Rushton E, Atkinson L, Cornelissen E, De Schrijver J, Stadnyk T, Stubbs J, Su C, Turkenburg-van Diepen M, Veneu F, Blake C, Calvert S, Dècle C, Dhassi K, Edwards R, Malaj G, Mirjanić J, Saunders W, Sinkovec Y, Vellekoop S & Yuan X (2022) Youth co-authorship as public engagement with geoengineering. International Journal of Science Education, Part B, 12 (1), pp. 60-74. https://doi.org/10.1080/21548455.2022.2027043
Article
Rushton EAC & Reiss MJ (2021) Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature. Studies in Science Education, 57 (2), pp. 141-203. https://doi.org/10.1080/03057267.2020.1799621
Authored Book
Science Education and Teacher Professional Development: Combining Learning with Research
A. C. Rushton E (2021) Science Education and Teacher Professional Development: Combining Learning with Research. Palgrave Studies in Alternative Educatin. Cham, Switzerland: Springer International Publishing. https://doi.org/10.1007/978-3-030-64107-8
Website Content
Murtagh L & Rushton E (2021) 'Mobilising critique through Twitter: exploring the ITE sector response during the ITT Market Review.. BERA Blog [Blog post] 21.11.2021. https://www.bera.ac.uk/blog/mobilising-critique-through-twitter-exploring-the-ite-sector-response-during-the-itt-market-review
Policy Document
BERA Manifesto for Education for Environmental Sustainability
Rushton E & Dunlop L (2021) BERA Manifesto for Education for Environmental Sustainability. BERA. London. https://www.bera.ac.uk/publication/bera-research-commission-2019-2020-manifesto-for-education-for-environmental-sustainability-efes
Website Content
Rushton E (2021) Supporting teachers who have trained during the pandemic to thrive in their first year of teaching: A guide for secondary schools.. BERA Blog [Blog post] 07.10.2021. https://www.bera.ac.uk/blog/supporting-teachers-who-have-trained-during-the-pandemic-to-thrive-in-their-first-year-of-teaching-a-guide-for-secondary-schools
Research Report
Supporting Early Career Teachers to Thrive in their first Year – A Guide for Schools.
Rushton E, Gibbons S, Brock R, Cao Y, Finesilver C, Hesketh R, Jones J, Manning A, Marshall B, Richardson C, Suh S, Steadman S & Towers E (2021) Supporting Early Career Teachers to Thrive in their first Year – A Guide for Schools.. King's College London Funded by ESRC. London. https://www.kcl.ac.uk/ecs/assets/guide-for-schools-august2021.pdf
Project Report
Education for Environmental Sustainability: A Community Guide
Dunlop L & Rushton E (2021) Education for Environmental Sustainability: A Community Guide. BERA. London. https://www.bera.ac.uk/publication/education-for-environmental-sustainability-a-community-guide
Article
Varaden D, King H, Rushton E & Barratt B (2021) Engaging primary students with the issue of air pollution through citizen science: lessons to be learnt. Journal of Emergent Science, (21), pp. 30-36. https://www.ase.org.uk/resources/journal-of-emergent-science/issue-21/original-research-engaging-primary-students-issue-of
Project Report
Education for Environmental Sustainability: A Guide for Schools
Dunlop L & Rushton E (2021) Education for Environmental Sustainability: A Guide for Schools. BERA. London. https://www.bera.ac.uk/publication/education-for-environmental-sustainability-a-guide-for-schools
Project Report
Education for Environmental Sustainability: Policy briefing
Rushton E & Dunlop L (2021) Education for Environmental Sustainability: Policy briefing. BERA. London. https://www.bera.ac.uk/publication/a-manifesto-for-environmental-sustainability-new-policy-briefing
Article
Rushton EAC (2021) Building Teacher Identity in Environmental and Sustainability Education: The Perspectives of Preservice Secondary School Geography Teachers. Sustainability, 13 (9), Art. No.: 5321. https://doi.org/10.3390/su13095321
Article
The experiences of active participation in academic conferences for high school science students
Rushton EAC, Charters L & Reiss MJ (2021) The experiences of active participation in academic conferences for high school science students. Research in Science & Technological Education, 39 (1), pp. 90-108. https://doi.org/10.1080/02635143.2019.1657395
Consultancy Report
Language Horizons Year 2 Evaluation Report.
Thomas L & Rushton E (2020) Language Horizons Year 2 Evaluation Report.. Language Horizons Project. Stirling. http://mflmentoring.co.uk/wp-content/uploads/2021/06/Final-report-LHY2-DEC2020.pdf
Book Chapter
Applying the lens of science capital to understand learner engagement in makerspaces.
King H & Rushton E (2020) Applying the lens of science capital to understand learner engagement in makerspaces.. In: Giannakos M (ed.) Non-formal and Informal Science Learning in the ICT Era. Lecture Notes in Educational Technology. Singapore: Springer Singapore. https://doi.org/10.1007/978-981-15-6747-6
Article
Play as a pedagogical vehicle for supporting gender inclusive engagement in informal STEM education
Rushton EAC & King H (2020) Play as a pedagogical vehicle for supporting gender inclusive engagement in informal STEM education. International Journal of Science Education, Part B, 10 (4), pp. 376-389. https://doi.org/10.1080/21548455.2020.1853270
Article
Rushton EAC, Whitney BS & Metcalfe SE (2020) A Tale of Maize, Palm, and Pine: Changing Socio-Ecological Interactions from Pre-Classic Maya to the Present Day in Belize. Quaternary, 3, p. 30, Art. No.: 3040030. https://doi.org/10.3390/quat3040030
Consultancy Report
Final Evaluation Report: Physics Mentoring Project
Thomas L & Rushton E (2020) Final Evaluation Report: Physics Mentoring Project. Physics Mentoring Project. Wales. https://physicsmentoring.co.uk/final-evaluation-report/
Article
Rushton EAC & Reiss MJ (2019) From science teacher to ‘teacher scientist’: exploring the experiences of research-active science teachers in the UK. International Journal of Science Education, 41 (11), pp. 1541-1561. https://doi.org/10.1080/09500693.2019.1615656
Book Chapter
Rushton E & Parker B (2019) Empowering young people to develop STEM careers through active participation in genuine scientific research. In: Enhancing STEM Motivation through Citizen Science Programs. New York: NOVA Science Publishers, pp. 97-127.
Book Chapter
Rushton E & Parker B (2019) Evaluating the Impacts on Young People and Their Teachers Who Participate in Genuine Scientific Research Whilst at School. In: Kitsantas A & Hiller SE (eds.) Enhancing STEM Motivation through Citizen Science Programs. Education in a Competitive and Globalizing World. New York: NOVA Science Publishers, pp. 349-374.
Book Chapter
Rushton EAC (2019) Increasing Environmental Action Through Climate Change Education Programmes that Enable School Students, Teachers and Technicians to Contribute to Genuine Scientific Research. In: Leal Filho W & Hemstock SL (eds.) Climate Change and the Role of Education. Climate Change Management. Cham, Switzerland: Springer International Publishing, pp. 507-523. https://doi.org/10.1007/978-3-030-32898-6_28
Book Chapter
Education for Sustainable Development Through Extra-Curricular or Non-curricular Contexts
Rushton EAC & Batchelder M (2019) Education for Sustainable Development Through Extra-Curricular or Non-curricular Contexts. In: Quality Education. Encyclopedia of the UN Sustainable Development Goals. Cham, Switzerland: Springer International Publishing, pp. 1-10. https://doi.org/10.1007/978-3-319-69902-8_19-1
Article
Walkington H & Rushton EAC (2019) Ten Salient Practices for Mentoring Student Research in Schools: New Opportunities for Teacher Professional Development. Higher Education Studies, 9 (4). https://doi.org/10.5539/hes.v9n4p133
Article
Transforming education with the Timepix detector - Ten years of CERN@school
Parker B, Thomas L, Rushton E & Hatfield P (2019) Transforming education with the Timepix detector - Ten years of CERN@school. Radiation Measurements, 127, Art. No.: 106090. https://doi.org/10.1016/j.radmeas.2019.03.008
Article
IRIS opens pupils' eyes to real space research
Hatfield P, Furnell W, Shenoy A, Fox E, Parker B, Thomas L & Rushton EAC (2019) IRIS opens pupils' eyes to real space research. Astronomy & Geophysics, 60 (1), pp. 1.22-1.24. https://doi.org/10.1093/astrogeo/atz046
Article
Bunting MJ, Farrell M, Broström A, Hjelle KL, Mazier F, Middleton R, Nielsen AB, Rushton E, Shaw H & Twiddle CL (2013) Palynological perspectives on vegetation survey: a critical step for model-based reconstruction of Quaternary land cover. Quaternary Science Reviews, 82, pp. 41-55. https://doi.org/10.1016/j.quascirev.2013.10.006
Article
A late-Holocene vegetation history from the Maya lowlands, Lamanai, Northern Belize
Rushton EA, Metcalfe SE & Whitney BS (2013) A late-Holocene vegetation history from the Maya lowlands, Lamanai, Northern Belize. The Holocene, 23 (4), pp. 485-493. https://doi.org/10.1177/0959683612465449
Article
Whitney BS, Rushton EA, Carson JF, Iriarte J & Mayle FE (2012) An improved methodology for the recovery of Zea mays and other large crop pollen, with implications for environmental archaeology in the Neotropics. The Holocene, 22 (10), pp. 1087-1096. https://doi.org/10.1177/0959683612441842
