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POVEY, Hilary, BOYLAN, Mark and ADAMS, Gill (2019). Regulated time and expansive time in primary school mathematics. Pedagogy, Culture and Society.

PERRY, Emily, BOYLAN, Mark and BOOTH, Josephine (2019). Quality Assurance of Teachers’ Continuing Professional Development : Rapid Evidence Review. Project Report. Wellcome Trust and Education Endowment Foundation.

BOYLAN, Mark, WOLSTENHOLME, Claire, MAXWELL, Bronwen, DEMACK, Sean, JAY, Tim, REANEY, Sarah and ADAMS, Gill (2019). Longitudinal evaluation of the Mathematics Teacher Exchange: China-England - Final Report. Project Report. Department for Education.

BOYLAN, Mark, DEMACK, Sean, WOLSTENHOLME, Claire, REIDY, John and REANEY, Sarah (2018). ScratchMaths: evaluation report and executive summary. Project Report. Education Endownment Foundation.

BOYLAN, Mark, MAXWELL, Bronwen, WOLSTENHOLME, Claire, JAY, Tim and DEMACK, Sean (2018). The mathematics teacher exchange and 'mastery' in England: The evidence for the efficacy of component practices. Education sciences, 8 (4), p. 202.

BOYLAN, Mark, ADAMS, Gill, COLDWELL, Michael, WILLIS, Benjamin and DEMACK, Sean (2018). Context and Implications Document for: Theorising variation in engagement in professional and curriculum development: Performativity, capital, systems and purpose. Review of Education, 6 (3), 408-410.

BOYLAN, Mark, ADAMS, Gill, WILLIS, Benjamin, COLDWELL, Michael and DEMACK, Sean (2018). Theorising variation in engagement in professional and curriculum development: performativity, capital, systems and purpose. Review of Education, 6 (3), 360-407.

BOYLAN, Mark and DEMACK, Sean (2018). Innovation, evaluation design and typologies of professional learning. Educational Research, 60 (3), 336-356.

BOYLAN, Mark and REANEY, Sarah (2018). The Embodied Mathematics Project: Report. Project Report. Sheffield, Sheffield Institute of Education, Sheffield Hallam University. (Unpublished)

BOYLAN, Mark (2018). Enabling adaptive system leadership: teachers leading professional development. Educational Management Administration & Leadership, 46 (1), 86-106.

PERRY, Emily, BOYLAN, Mark, BOOTH, Josephine and COLDWELL, Michael (2017). Connecting research and teacher education : quality enhancement for ITE Partnerships. Other. Cardiff, Welsh Government.

BOYLAN, Mark, COLDWELL, Michael, MAXWELL, Bronwen and JORDAN, Julie (2017). Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional development in education.

PERRY, Emily and BOYLAN, Mark (2017). Developing the developers : supporting and researching the learning of professional development facilitators. Professional development in education, 44 (2), 254-271.

BOYLAN, Mark (2016). National curriculum sub-levels: assessment practices as assemblage. In: Third Manchester Conference on Mathematics Education and Contemporary theory, Manchester, 18-21 July 2016. (Unpublished)

BOYLAN, Mark, DEMACK, Sean, STEVENS, Anna, COLDWELL, Michael and STIELL, Bernadette (2016). An Evaluation of the Further Mathematics Support Programme : Research Report. Project Report. Sheffield Hallam University.

BOYLAN, Mark (2016). Ethical dimensions of mathematics education. Educational Studies in Mathematics, 92 (3), 395-409.

BOYLAN, Mark, DEMACK, Sean, WILLIS, Benjamin, STEVENS, Anna, ADAMS, Gill and VERRIER, Diarmuid (2015). Multiplicative reasoning professional development programme : evaluation. Project Report. London, Department for Education.

BOYLAN, Mark and WILLIS, Benjamin (2015). Independent study of computing at School Master Teacher programme. Project Report. Sheffield Hallam University.

BOYLAN, Mark and WOOLSEY, Ian (2015). Teacher education for social justice : mapping identity spaces. Teaching and teacher education, 46, 62-71.

PROBST, Heidi, BOYLAN, Mark, NELSON, Pete and MARTIN, Richard William (2014). Early career resilience: interdisciplinary insights to support professional education of Radiation Therapists. Journal of Medical Imaging and Radiation Sciences, 45 (4), 390-398.

PERRY, Emily and BOYLAN, Mark (2014). Extending the interconnected model of teacher professional growth to analyse professional development facilitators' learning. In: Re-thinking Models of Professional Learning, Aston University, Birmingham, 28-29 November 2014.

BOYLAN, Mark (2013). Deepening system leadership : teachers leading from below. Educational Management Administration & Leadership, 44 (1), 57-72.

BOYLAN, Mark and POVEY, Hilary (2013). Ability thinking. In: LESLIE, Dawn and MENDICK, Heather, (eds.) Debates in mathematics education. Routledge.

BOYLAN, Mark and POVEY, Hilary (2012). Moving off track: mathematics teacher education for all attainment teaching. In: JACOBSEN, Laura J, MISTELE, Jean and SRIRAMAN, Bharath, (eds.) Mathematics teacher education in the public interest : equity and social justice. International perspectives on mathematics education : cognition, equity and society . Information Age Publishing, 117-158.

BOYLAN, Mark and SMITH, Peter (2012). Tutor roles in collaborative group work. Student Engagement and Experience Journal, 1 (1), 1-13.

BOYLAN, Mark, COLDWELL, Michael and SIMKINS, Timothy (2011). Complexity and leadership in teacher professional development : the case of the National Centre for Excellence in the Teaching of Mathematics. In: British Educational Research Association Conference, London, IoE, 7th-10th September 2011. (Unpublished)

BOYLAN, Mark (2010). 'It's getting me thinking and I'm an old cynic' : exploring the relational dynamics of mathematics teacher change. Journal of Mathematics Teacher Education, 13 (5), 383-395.

BOYLAN, M. (2010). Ecologies of participation in school classrooms. Teaching and teacher education, 26 (1), 61-70.

BOYLAN, Mark (2010). ‘It’s getting me thinking and I’m an old cynic’: exploring the relational dynamics of mathematics teacher change. Journal of Mathematics Teacher Education, 13 (5), 383-395.

BOYLAN, Mark and POVEY, Hilary (2009). Telling stories about mathematics. In: BLACK, Laura, MENDICK, Heather and SOLOMON, Yvette, (eds.) Mathematical relationships in education : identities and participation. Routledge research in education . Routledge, 47-57.

BOYLAN, M. (2009). Engaging with issues of emotionality in mathematics teacher education for social justice. Journal of mathematics teacher education, 12 (6), 427-443.

HOLLAND, M. R., BOYLAN, M. and LOWE, G. (2005). The development of the professional values and practice standard in the secondary graduate initial teacher training route in England. In: Teachers and Their Educators: Standards and Development: 30th Annual Conference of the Association of Teacher Educators in Europe, Amsterdam, Netherlands, 22-26 October.

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