Kuusisto, E., Laine, S., & Tirri, K. (2017). How do school children and adolescents perceive the nature of talent development? A case study from Finland. Education Research International, 2017 (2017), . DOI: 10.1155/2017/4162957
Tirri, K., Cho, S., Ahn, D., & Campbell, J. R. (Eds.) (2017). Education Research International special issue "Education for Creativity and Talent Development in the 21st Century", volume 2017 (2017). (Education Research International; Vol. 2017 (2017)). New York, NY: Hindawi Publishing Corporation.
Zhang, . J., Kuusisto, E. P., & Tirri, K. A. H. (2017). How teachers’ and students’ mindsets in learning have been studied: Research findings on mindset and academic achievement. Psychology, 8, 1363-1377.
Yeager, D., Trzesniewski, K., Tirri, K., Nokelainen, P. & Dweck, C. 2011. Adolescents’ Implicit Theories Predict Desire for Vengeance After Remembered and Hypothetical Peer Conflicts: Correlational and Experimental Evidence. Developmental Psychology 47, 4, 1090-1107.
Rissanen, I., Kuusisto, E., Hanhimäki, E., & Tirri, K. (2016). Teachers’ implicit meaning systems and their implications for pedagogical thinking and practice: A case study from Finland. Scandinavian Journal of Educational Research.
Hedayati, S. N., Kuusisto, E. P., Gholami, K., & Tirri, K. A. H. (2017). Life purposes of Iranian secondary school students. Journal of Moral Educaton. DOI: 10.1080/03057240.2017.1350148
Tirri, K. A. H., Mariano, J., & Moran, S. (Eds.) (In press). Education for purposeful teaching around the world. Routledge.
Bundick, M. & Tirri, K. 2014. Teacher Support and Competencies for Fostering Youth Purpose and Psychological Well-Being: Perspectives from Two Countries. Applied Developmental Science 18 (3), 148-162.
Tirri, K. & Ubani, M. 2013. Education of Finnish Student Teachers for Purposeful Teaching. The Journal for the Education of Teaching 39 (1), 21-29.
Tirri, K. 2011. Holistic School Pedagogy and Values: Finnish Teachers’ and Students’ Perspectives. International Journal of Educational Research 50, 3, 159-165.
Tirri, K. & Quinn, B. 2010. Exploring the role of religion and spirituality in the development of purpose: Case studies of purposeful youth. British Journal of Religious Education 32 (3), 199-210.
Hedayati, S. N., Kuusisto, E. P., Gholami, K., & Tirri, K. A. H. (2017). Gender-specific religious moral dilemmas in Iranian schools. In R. Elmesky, C. Yeakey, & O. Marcucci (Eds.), The Power of Resistance: Culture, Ideology and Social Reproduction in Global Contexts Emerald Group Publishing.
Paju, H., Tirri, K. A. H., & Autio, T. (2017). Values in Finnish and Estonian Vocational Teacher Education Curricula. In A. Kuusisto, & L. Gearon (Eds.), Value Learning Trajectories: Theory, Method, Context (10 ed., Vol. 2017, pp. 209-224). (Research on religious and spiritual education; Vol. 2017, No. 10). Waxmann.
Hedayati, S. N., Kuusisto, E. P., Gholami, K., & Tirri, K. A. H. (2017). Value learning trajectories in Iranian educational system. In A. Kuusisto, & L. Gearon (Eds.), Value Learning Trajectories: Theory, Method, Context (Research on Religious and Spiritual Education), 179-194. Germany:Waxmann.
Gholami, K., Kuusisto, E., & Tirri, K. 2015. Is ethical sensitivity in teaching culturally bound? Comparing Finnish and Iranian teachers’ ethical sensitivity. Compare: A Journal of Comparative and International Education, 45 (6), 886-907. doi: 10.1080/03057925.2014.984588
Tirri, K. & Nokelainen, P. 2011. Measuring multiple intelligences and moral sensitivities in education. Rotterdam/Taipei: SensePublishers.
Hanhimäki, E. & Tirri, K. 2009. Education for ethically sensitive teaching in critical incidents at school. The Journal of Education for Teaching 35 (2), 107-121.
Hanhimäki, E. & Tirri, K. 2008. The moral role and characteristics of Finnish urban school principals. Journal of Research in Character Education, 6(1 ), 53-65.
Holm, K., Nokelainen, P. & Tirri, K. 2009. Relationship of gender and academic achievement to Finnish students’ intercultural sensitivity. High Ability Studies, 20 (2), 187-200.
Tirri, K., & Nokelainen, P. 2007. Comparison of Academically Average and Gifted Students’ Self-Rated Ethical Sensitivity. Educational Research and Evaluation, 13(6), 587-601.
Tirri, K. (Ed.) 2008. Educating moral sensibilities in urban schools. Rotterdam/Taipei: SensePublishers.
Tirri, K., Kuusisto, E. & Aksela, M. 2013. What Kind of Learning is Interactive and Meaningful to Gifted Science Students? A Case Study from the Millennium Youth Camp. In K. Tirri & E. Kuusisto (Eds.), Interaction in Educational Domains (pp. 131-146). Rotterdam: Sense Publishers.
Tirri, K. & Nokelainen, P. 2011. Measuring multiple intelligences and moral sensitivities in education. Rotterdam/Taipei: SensePublishers
Tirri, K. & Nokelainen, P. 2011. The Influence of Self-perception of Abilities and Attribution Styles on Academic Choices: Implications for Gifted Education. Roeper Review 33(1), 26–32.
Tirri, K. 2011. Combining excellence and ethics: Implications for moral education for the gifted. Roeper Review 33(1), p. 59-64.
Nokelainen, P. & Tirri, K. 2010. Role of Motivation in Mathematically Gifted Adolescents’ Moral and Religious Judgment. High Ability Studies 21 (2), 101-116.
Tirri, K. (Guest Editor) 2010. Motivation and Giftedness. High Ability Studies Volume 21 (2).
Tirri, K. (Guest Editor) 2009. Character Education and Giftedness. High Ability Studies Volume 20 (2).
Tirri, K., Nokelainen, P., & Mahkonen, M. 2009. How morality and religiosity relate to intelligence? A case study of mathematically talented adolescence. Journal of Empirical Theology 22, 70-87.
Tirri, K. & Nokelainen, P. 2008. Identification of multiple intelligences with the Multiple Intelligence Profiling Questionnaire III. Psychology Science Quarterly, Volume 50, 2008 (2), 206-221.
Tirri, K. & Nokelainen, P. 2007. Introduction. Current research on giftedness: international perspectives. Educational Research and Evaluation, 13 (6).
Tirri, K. & Nokelainen, P. (Guest Editors). 2007. Special Issue. Current research on giftedness: international perspectives. Educational Research and Evaluation, 13 (6).