Demissie, F.A. (2019). A cross-curricular project in citizenship and mathematics (PiCaM). Mathematics Teaching, (269), 12-15.
Demissie, F. (2016). ‘Student teachers' perceptions of seminar learning contexts in ITE (initial teacher education). TEAN (Teacher Education Action Network), 8 (1), 46-55. http://ojs.cumbria.ac.uk/index.php/TEAN/article/view/287/412
Demissie, F. (2015). Promoting student teachers' reflective thinking through a philosophical community of enquiry approach. Australian Journal of Teacher Education, 40 (12), 1-13. http://doi.org/10.14221/ajte.2015v40n12.1
Demissie, F. (2012). Investigating students’ perspectives of learning and participating in seminars using a Bourdieuian perspective. Student Engagement and Experience Journal, 1 (1), 1-9. http://doi.org/10.7190/seej.v1i1.32
Demissie, F., Burnett, C., Haynes, M., & Sharpe, S. (2009). Now I feel like I am at university”: using a community of enquiry approach to promote engagement and academic literacy amongst undergraduate students'. CPLA (Centre for Promoting Learner Autonomy), 1 (1), 69-79. https://extra.shu.ac.uk/cetl/cpla/resources/CPLA_Case_Studies_Volume_1.pdf
Demissie, F.A. (n.d.). 1 Theorising barriers to learning through discussion in HE: the role of epistemological beliefs in student teachers' perceptions of learning through discussion. TEAN (Teacher Education Action Network).
Demissie, F.A. (n.d.). Using a Philosophy for Children (P4C) pedagogy in a university classroom : tutors ’ 'stories of practice' from a 1 st year professional learning module. Australian Journal of Teacher Education.
Demissie, A., Povey, H., & Adams, G. (2019). What are the affordances and limitations of the Philosophy for Children (P4C) pedagogy for teaching and learning mathematics? In Curtis, F. (Ed.) Proceedings of the British Society for Research into Learning Mathematics, Open University, 19 March 2019.
Chronaki, A., Adams, G., Andrade, M., Bruno, G., Demissie, F., Marcone, R., ... Yolcu, A. (2019). Unfolding global/local policies, practices and/or hybrids in mathematics education worldwide: utopias, pleasures, pressures and conflicts. Proceedings of the Tenth International Mathematics Education and Society Conference. https://www.mescommunity.info/proceedings/MES10.pdf
Povey, H., Adams, G., Demissie, F., & Chronaki, A. (2019). Initial report from the project in citizenship and mathematics (PICAM): moral and political dilemmas. Proceedings of the Tenth International Mathematics Education and Society Conference. https://www.mescommunity.info/proceedings/MES10.pdf
Demissie, F.A. (2020). Dialogic interaction in the higher education classroom - a Philosophy for Children (P4C) approach. In Meaningful Teaching Interaction a the Internationalised University: From Research to Impact. Dipplod, D. & Heron, M. (1st). Routledge
Demissie, F.A. (2020). Philosophy for Children as a pedagogy for social education - A UK perspective. In Educación social: teoría educativa, procedimientos y experiencias ( Social Education: educational theory, procedures and experiences). (1st). Barcelona: Ediciones Octaedro
Demissie, F.A. (2018). Young Children's Thinking. In Early Childhood Studies. (1st). Sage
Demissie, F.A. (2017). P4C in Early Childhood Education. In Philosophy for Children: Theory and Praxis in Teacher Education. (1st). Taylor & Francis
Demissie, F.A. (2017). The praxis of P4C in teacher education. In Philosophy for Children: Theories and praxis in teacher education. (1st). Routledge
Demissie, F.A. (2019). P4C: a dialogic pedagogy for creative conversations. https://mon.uvic.cat/grell/philosophy-for-children-p4c-a-dialogic-pedagogy-for-creative-conversations/
Demissie, A. (2016). SHUP4c - Coommunity of Enquiry in HE. https://shup4c.wordpress.com/