Taylor, Mark. 2018. Understanding stories of professional formation during early childhood education and care practice placements. Irish Educational Studies, 37(2), pp. 227-241. ISSN 0332-3315 [Article]

Taylor, Mark. 2017. Objects, Places and Stories of Transformative Youth Work. Irish Journal of Applied Social Studies, 17(1), pp. 17-27. ISSN 1393-7022 [Article]

Taylor, Mark. 2017. Objects and Nurturing Young People’s Storytelling. Social Dialogue, 16(1), pp. 19-20. ISSN 2221-352X [Article]

Taylor, Mark. 2015. Threshold Concepts in Irish Early Childhood Education and Care Practice Placements. International Journal of Practice-Based Learning in Health and Social Care, 3(1), pp. 46-57. ISSN 2051-6223 [Article]

Taylor, Mark. 2015. Competence and Irish Social Care Practice: Divergent Policy Narratives. Social Protection of Child, 15(1), pp. 8-18. ISSN 1453-393X [Article]

Taylor, Mark. 2015. Competence and Irish Social Care Practice: Divergent Policy Narratives. Social Protection of Child/Protectia sociala a copilului, 17(1), pp. 8-18. ISSN 1453-939X [Article]

Taylor, Mark. 2015. What Early Childhood Students Find ‘Troublesome’ During Practice Placements. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 7(2), pp. 1841-1855. ISSN 2009-3160 [Article]

Taylor, Mark. 2014. Review of Social Work Theories and Methods edited by Mel Gray & Stephen Webb. The International Journal of Emotional Education, 6(1), pp. 98-99. ISSN 2073-7629 [Article]

Taylor, Mark. 2016. Wicked Problems and Social Professional Competence. In: Perry Share; Tamsin Cavaliero and Breda McTaggart, eds. Wicked Problems and Young People: Co-creative teaching for the social professions. Sligo, Ireland: Institute of Technology, Sligo, pp. 9-20. ISBN 9781907592058 [Book Section]

Taylor, Mark, ed. 2015. European Journal of Social Education, European Journal of Social Education, . 1810-4789 [Edited Journal]

Taylor, Mark; Hughes, Rachel; Fairtlough, Anna and Fletcher, Joan. 2018. Appendix B Teaching Consultant Research. Project Report. South East London Teaching Partnership. [Report] (Submitted)