| Atmospheres of progress in a data-based school M Finn cultural geographies 23 (1), 29-49, 2016 | 91 | 2016 |
| Productive tensions—engaging geography students in participatory action research with communities R Pain, M Finn, R Bouveng, G Ngobe Journal of Geography in Higher Education 37 (1), 28-43, 2013 | 67 | 2013 |
| GeogEd: A new research group founded on the reciprocal relationship between geography education and the geographies of education H West, J Hill, M Finn, RL Healey, A Marvell, N Tebbett Area 54 (1), 24-32, 2022 | 14 | 2022 |
| Looking ahead to the future of GeogEd: Creating spaces of exchange between communities of practice M Finn, L Hammond, G Healy, JD Todd, A Marvell, JH McKendrick, ... Area 54 (1), 41-51, 2022 | 12 | 2022 |
| Left in the Waiting Room of History? Provincializing the European Child M Finn, C McEwan Interventions 17 (1), 113-134, 2015 | 12 | 2015 |
| Questioning recontextualisation: Considering recontextualisation’s geographies M Finn Recontextualising Geography in Education, 41-53, 2021 | 8 | 2021 |
| Education, Data and Futurity: a data-based school in the North East of England M Finn Durham University, 2015 | 3 | 2015 |
| Expanding the scope of ethical research with and for children and young people–six viewpoints on crisis, cross-cultural working and reciprocity S Hadfield-Hill, M Finn, J Dudman, C Ergler, C Freeman, TA Hayes, ... Children's Geographies, 1-9, 2023 | 2 | 2023 |
| Child Studies Multiple-Collaborative play for thinking through theories and methods A Sparrman, Y Hrechaniuk, OA Smith, K Andersson, J Annerbäck, ... Culture Unbound-Journal of Current Cultural Research, 15 (1), 2023 | 2 | 2023 |
| Editorial: Visualising climate change M Finn Taylor and Francis/Geographical Association, 2021 | 2* | 2021 |
| Interview with … : Dipo Faloyin, author of Africa Is Not A Country D Faloyin, M Finn Geography 108 (1), 25-28, 2023 | 1 | 2023 |
| Changing curricula, curricula for change M Finn Geography 108 (2), 54-55, 2023 | | 2023 |
| What’s the use of the staff:student ratio? M Finn https://wonkhe.com/blogs/whats-the-use-of-the-staffstudent-ratio/, 2022 | | 2022 |
| Reading for a degree - transitions to higher education M Finn Teaching Geography 47 (1), 36-39, 2022 | | 2022 |
| Concurrent teaching: lessons from dissertation preparation sessions M Finn, L Smith https://excellence-in-education.co.uk/concurrent-teaching-lessons-from …, 2021 | | 2021 |
| The spatialities of running a concurrent dissertation ‘bootcamp’ M Finn, L Smith https://teachingfocusedgeesnetwork.wordpress.com/2021/07/22/the-spatialities …, 2021 | | 2021 |
| Report: Online resources and narrowcasting the curriculum M Finn https://sway.office.com/DEBBnkw6TDdlLska?ref=Link, 2020 | | 2020 |
| Embodied teaching and learning through a large lecture: strategies for place-based pedagogies M Finn, C Mott Handbook for Teaching and Learning in Geography, 46-58, 2019 | | 2019 |
| Editorial: Epicentres of change M Finn Geography 104, 114-115, 2019 | | 2019 |
| Why reformed A levels are not preparing undergraduates for university study M Finn Why reformed a levels are not preparing undergraduates for university study, 2018 | | 2018 |
Rachel PainProfessor of Human Geography, Durham UniversityVerified email at durham.ac.uk
