Stables, Kay. 2014. Designerly well-being: implications for pedagogy that develops design capability. Design and Technology Education: an International Journal, 19(1), pp. 9-20. [Article]

Stables, Kay. 2013. Social and cultural relevance in approaches to developing designerly well-being: the potential and challenges when learners call the shots in Design and Technology projects. Technology Education for the future: a play on sustainability, pp. 437-446. [Article]

Stables, Kay. 2010. What makes an idea be worth sharing…or maybe recycling…or maybe shredding? What do we want learners to ‘take home’? Design and Technology Education: An International Journal, 15(3), pp. 7-9. ISSN 1360-1431 [Article]

Stables, Kay. 2009. Educating for environmental sustainability and educating for creativity: actively compatible or missed opportunities? International Journal of Technology and Design Education, 19(2), pp. 199-219. ISSN 0957-7572 [Article]

Stables, Kay. 2008. Designing matters; designing minds: the importance of nurturing the designerly in young people. Design and Technology Education: An International Journal, 13(3), pp. 8-18. ISSN 1360-1431 [Article]

McLaren, Susan V. and Stables, Kay. 2008. Exploring key discriminators of progression: relationships between attitude, meta-cognition and performance of novice designers at a time of transition. Design Studies, 29(2), pp. 181-201. ISSN 0142694X [Article]

Stables, Kay and Kimbell, Richard. 2001. Technology Education in South Africa: Evaluating an Innovative Pilot Project. Research in Science Education, 31(1), pp. 71-90. ISSN 0157244X [Article]

Kimbell, Richard and Stables, Kay. 2007. Researching Design Learning: Issues and findings from two decades of research and development. Springer, p. 326. ISBN 9781402051142 [Book]

Stables, Kay. 2020. Signature pedagogies for designing: A speculative framework for supporting learning and teaching in Design and Technology education. In: P John Williams and David Barlex, eds. Pedagogy for Technology Education in Secondary Schools: Research informed perspectives for classroom teachers. Switzerland: Springer, pp. 99-120. ISBN 9783030415471 [Book Section]

Fox-Turnbull, Wendy and Stables, Kay. 2019. Technology Teacher Education: Requirements. In: Michael Peters, ed. Encyclopedia of Teacher Education. Singapore: Springer, pp. 1-6. ISBN 9789811311796 [Book Section]

Ropohl, Mathias; Nielsen, Jan Alexis; Olley, Christopher; Rönnebeck, Silke and Stables, Kay. 2018. The Concept of Competence and Its Relevance for Science, Technology and Mathematics Education. In: Jens Dolin and Robert Evans, eds. Transforming Assessment Through an Interplay Between Practice, Research and Policy. Cham: Springer, pp. 3-25. ISBN 978-3-319-63247-6 [Book Section]

Rönnebeck, Silke; Nielsen, Jean Alexis; Olley, Christopher; Ropohl, Mathias and Stables, Kay. 2018. The Teaching and Assessment of Inquiry Competences. In: Jens Dolin and Robert Evans, eds. Transforming Assessment Through an Interplay Between Practice, Research and Policy. Cham: Springer, pp. 27-52. ISBN 978-3-319-63247-6 [Book Section]

Stables, Kay. 2017. Use of Portfolios for Assessment in Design and Technology Education. In: Marc J de Vries, ed. Handbook of Technology Education. Cham: Springer, pp. 749-763. ISBN 9783319446868 [Book Section]

Williams, P John and Stables, Kay. 2017. Critique in Design and Technology Education: About the Book. In: P John Williams and Kay Stables, eds. Critique in Design and Technology Education. Singapore: Springer, pp. 1-12. ISBN 978-981-10-3104-5 [Book Section]

Stables, Kay. 2017. Critiquing Design: Perspectives and World Views on Design and Design and Technology Education, for the Common Good. In: P John Williams and Kay Stables, eds. Critique in Design and Technology Education. Singapore: Springer, pp. 51-70. ISBN 9789811031045 [Book Section]

Stables, Kay; Dagan, Osnat and Davies, Dan. 2015. Blended Learning and Assessment Through Dynamic Digital Portfolios: The E-Scape Approach. In: Selma Koç; Xiongyi Liu and Patrick Wachira, eds. Assessment in Online and Blended Learning Environments. Charlotteville: Information Age Publishing, pp. 215-234. ISBN 9781681230443 [Book Section]

Stables, Kay. 2015. Agency and Understanding: The Learner as Sustainable Designer. In: Kay Stables and S Keirl, eds. Environment, Ethics and Cultures: Design and Technology Education’s Contribution to Sustainable Global Futures. Rotterdam: Sense Publishers, pp. 119-132. ISBN 9789462099388 [Book Section]

Stables, Kay. 2015. Environment: Contributions of Design and Education to the Sustainment of Planet Earth. In: Kay Stables and S Keirl, eds. Environment, Ethics and Cultures: Design and Technology Education’s Contribution to Sustainable Global Futures. Rotterdam: Sense Publishers, pp. 15-31. ISBN 9789462099388 [Book Section]

Stables, Kay and Keirl, S. 2015. Introducing the Book. In: K Stables and S Keirl, eds. Environment, Ethics and Cultures: Design and Technology Education’s Contribution to Sustainable Global Futures. Rotterdam: Sense, pp. 3-13. ISBN 9789462099364 [Book Section]

Stables, Kay. 2014. Assessment: Feedback from Our Pasts, Feedforward for Our Futures. In: P John Williams; Alister Jones and Cathy Buntting, eds. The Future of Technology Education. Singapore: Springer, pp. 121-142. ISBN 978-981-287-169-5 [Book Section]

Stables, Kay. 2010. Learning and Teaching Design and Technology: Meeting needs, developing capability. In: K Subramaniam, ed. The epiSTEME Reviews: Research Trends in Science, Technology and Mathematics Education Volume 3. New Delhi: MacMillan Publishers India Ltd, pp. 249-274. ISBN 023-033-242-0 [Book Section]

Kimbell, Richard and Stables, Kay. 2009. Research as a design task. In: Alister Jones and Marc de Vries, eds. International Handbook on Research and Development in Technology Education. Rotterdam: Sense Publishers, pp. 599-614. ISBN 978-90-8790-878-2 [Book Section]

Stables, Kay and Bain, Jennifer. 2009. Transforming assessment: assessment of learning becomes assessment for learning. In: Alister Jones and Marc de Vries, eds. International Handbook of Research and Development in Technology Education. Rotterdam: Sense Publishers, pp. 493-508. ISBN 978-90-8790-877-5 [Book Section]

Kimbell, Richard and Stables, Kay. 2008. Designerly Thinking Beyond Design. In: Kajsa Borg and Viveca Lindberg, eds. Kunskap, lärande och bedömning i estetiska och praktiska ämnen [Knowledge, learning and assessment in aesthetical and manual school subjects]. Stockholm: Stockholm University Press, pp. 188-198. ISBN 9789176566565 [Book Section]

Stables, Kay. 2008. Observational techniques for examining student learning activity in Technology Education. In: Howard Middleton, ed. Researching Technology Education: Methods and techniques. Rotterdam: Sense Publishers, pp. 135-154. [Book Section]

Stables, Kay and Kimbell, Richard. 2006. Unorthodox methodologies: Approaches to understanding design and technology. In: M. deVries and I. Mottier, eds. International handbook of technology education: Reviewing the past twenty years. Sense Publishers, pp. 313-330. ISBN 9077874062 [Book Section]

Stables, Kay. 2012. 'Designerly well-being: Can mainstream schooling offer a curriculum that provides a foundation for developing the lifelong design and technological capability of individuals and societies?'. In: PATT26: Technology Education in the 21st Century. Stockholm, Sweden 26-30 June 2012. [Conference or Workshop Item]

Stables, Kay. 2010. 'The inspiration pitch: where do design ideas come from?'. In: D&T - Ideas Worth Sharing: the Design and Technology Association Education and International Research Conference 2010. Keele University, United Kingdom. [Conference or Workshop Item]

Stables, Kay; McLaren, Susan and Bain, Jennifer. 2007. 'Chicken or egg: links between approaches to gathering data through authentic assessment activity and ways of supporting sustainable assessment of creative performance'. In: BERA Annual Conference. Institute of Education, University of London 5-8th September 2007. [Conference or Workshop Item]

Stables, Kay and Kimbell, Richard. 2007. 'Evidence through the looking glass: developing performance and assessing capability.'. In: 13th International Conference on Thinking: Curious Minds Think and Learn by Exploring the Unknown. Norrköping, Sweden June 17-21, 2007. [Conference or Workshop Item]

Williams, P John and Stables, Kay, eds. 2017. Critique in Design and Technology Education. Singapore: Springer. ISBN 978-981-10-3104-5 [Edited Book]

Stables, Kay and Keirl, Steve, eds. 2015. Environment, Ethics and Cultures: Design and Technology Education’s Contribution to Sustainable Global Futures. Rotterdam: Sense. ISBN 9789462099364 [Edited Book]

Bain, Jennifer; Kimbell, Richard; Miller, Soo and Stables, Kay. 2004. Assessing Design Innovation: a research & development project for the DfES and the Qualifications and Curriculum Authority. Project Report. Technology Education Research Unit, UK. [Report]