Maakrun, J., & Kearney, S. P. (2024). Critical experiences in an intercultural immersion program to Kenya. Journal of Service-Learning in Higher Education.

Gough, S., & Kearney, S. P. (2024). Essential learnings from a Catholic school amalgamation. International Studies in Catholic Education, 1-17. https://doi.org/10.1080/19422539.2024.2336530

Kearney, S. P., Maakrun, J., Thai, T., & Athota, V. S. (2023). A Cross-Sectional, Decade-Long Examination of the Impacts of International Service Learning in Teacher Education. Journal of Experiential Education, 0(0). https://doi.org/10.1177/10538259231193730

Kearney, S. (2023). Teacher induction in Australia: Historical context and current challenges. Issues in Educational Research, 33(1), 118-136. http://www.iier.org.au/iier33/kearney.pdf

Etuka, J.M., Kearney, S., & Athota, V.S.. (2021). How can Emotional Intelligence (EI) and Neuro-Linguistic Programming (NLP) help leaders manage through COVID-19? Knowledge Management Research & Practice, 19(4), 475-483. https://doi.org/10.1080/14778238.2020.1860667

Maakrun, J. & Kearney, S. (2020). An intercultural immersion: Personal, professional and cultural expectations of student participants. International Journal of Research on Service-Learning and Community Engagement, 8(1). https://doi.org/10.37333/001c.18721

Kearney, S.P. & Maakrun, J. (2020).   Let’s get engaged: The nexus between digital technologies, engagement and learning. Education Sciences, 10(12), 357.

Kearney, S. (2019).  Transforming the first year experience through self and peer assessment.  Journal of University Teaching & Learning Practice, 16(5).

Kearney, S. (2019).  The challenges of beginning teacher induction: A collective case study.  Teaching Education. DOI: 10.1080/10476210.2019.1679109

Kearney, S., Athota, V.S., & Bee, S. (2018). International service learning in higher education: Contradictions of purpose. Journal of Global Education and Research, 2(1), 100-111. 

Kennedy-Clark, S., Kearney, S., & Galstaum, V. (2017).  Using a collaborative assessment design to support student learning.  Education Sciences, 7(4), 1-14.

Kearney, S. (2017). Beginning teacher induction:  A best practice case study.  Issues in Educational Research 27(4), 784-802.

Kearney, S. (2016).  What happens when induction goes wrong:  Case studies from the field. Cogent Education, 3(1), 1-9. 

Kearney, S., Perkins, T., & Kennedy-Clark, S. (2016).  Using self and peer-assessment for summative purposes:  Analyzing the relative validity of the AASL (Authentic Assessment for Sustainable Learning) Model. Assessment and Evaluation in Higher Education, 41(6), 840-853.

Kearney, S. (2015).  Reconceptualizing beginning teacher induction as organizational socialization:  A situated learning model.  Cogent Education, 1(2), 1-20. 

Kearney, S., & Perkins, T. (2014).  Engaging students through assessment: The success and limitations of the ASPAL (Authentic Self and Peer Assessment for Learning) model.  Journal of University Teaching & Learning Practice, 11(3).

Kearney, S., Perkins, T., & Maakrun, J. (2014). A transformative experience: A short-term cross-cultural service-learning immersion to Kenya. Issues in Educational Research, 24(2), 229-237.

Kearney, S. (2014).  Teacher attrition, retention and mobility:   Where does Australia stand?  Education & Society, 32(2), 5-24.

Kearney, S. (2014).   Understanding beginning teacher induction:  A contextualised examination of best practice. Cogent Education, 1(1), 1-15.

Kearney, S. (2013). Improving engagement: the use of ‘Authentic Self-and Peer-Assessment for Learning’ to enhance the student learning experience. Assessment and Evaluation in Higher Education, 38(7), 875-891.

Books

Kearney, S. (2013). New scheme teacher induction:  Challenges and opportunities.  Saarbrucken, Germany:  Scholar’s Press.

Book Chapters

Kearney, S., & Maakrun, J. (2020).  Building cultural competence in initial teacher education through international service-learning.  In F. Dervin, R. Maloney, & A. Simpson (Eds.) Intercultural competence in the work of teachers: Confronting ideologies and practices. Routledge.

Kearney, S., & Maakrun, J. (2018).  Where is the ‘service’ in service-learning?  Critiquing international programmes as a means of increasing the global-mindedness of teacher education students. In T. Hall, T. Grey, G. Downey, & M. Singh. (Eds.).  The globalisation of higher education – Developing internationalised education research and practice.  Sydney: Palgrave Macmillan. 

Buchanan, J., Major, J., Harbon, L., & Kearney, S. (2017).  Preparing teachers through international experience: A collaborative critical analysis of four Australian programs in C. Reid and J. Major, J. (Eds.). Global teaching: southern perspectives on working with diversity (pp. 167-188). New York: Palgrave Macmillan.

Kearney, S., & Athota, V.S. (2017). International immersions experiences in higher education: Who benefits?  In S. Hou (ed.) Service-Learning: Perspectives, Goals, & Outcomes.  Hauppauge, New York: Nova Publishers. ISBN 978-1-53610-903-0. 

Kearney, S. (2016). Self and Peer Assessment as a means of enhancing the student learning experience: A unique and practical model.  In D. Bowen (ed.) Student Learning: Assessment, Perceptions and Strategies.  Hauppauge, New York: Nova Publishers. ISBN 978-1-63485-130-5. 

Media

O’Shea, P. (Interviewer). (2021). The Versatilist with Sean Kearney [Audio Podcast]. The Versatilist.

Fenech, E. (2012, April). Social justice trip evolves into permanent charity [University of Notre Dame Media Release]

Fenech, E. (2011, November). Notre Dame students help give Kenyan children the gift of education [University of Notre Dame Media Release]