Items where Author is "Boylan, Mark"

COMPTON, Ashley and BOYLAN, Mark (2024). Policy-based evidence? The schools inspectorate in England, research and school mathematics policy. Research in Mathematics Education. [Article]

PERRY, Emily, BEVINS, Stuart, BOOTH, Josephine, BOYLAN, Mark, RUTGERS, Dee, STIELL, Bernadette and COLDWELL, Michael (2024). Understanding mechanisms for change in policy and school environments which lead to embedded teacher professional development. Project Report. Wellcome Trust. [Monograph]

BOYLAN, Mark, PULLEN, Charlynne, BOODT, Sarah, ZHU, Hongjuan and CLARKSON, Lisa (2024). Generic skills in the 14-19 curriculum: an international review: summary report. Project Report. Sheffield Hallam University. (Unpublished) [Monograph]

BOYLAN, Mark, ZHU, Hongjuan, JAQUES, Laurie, BIRKHEAD, Amy and REMPE-GILLEN, Emma (2024). Secondary maths practice review. Project Report. EEF. [Monograph]

PERRY, Emily and BOYLAN, Mark (2023). Celebrating ten years of research and innovation in Sheffield Institute of Education. Sheffield Institute of Education, Sheffield Hallam University. [Other]

ADAMS, Gillian and BOYLAN, Mark (2023). Landscaping Mathematics Education Policy: Horizon scanning of international policy initiatives. Project Report. The Royal Society. [Monograph]

BOYLAN, Mark, ADAMS, Gill and BIRKHEAD, Amy (2023). Landscaping mathematics education policy: landscaping national mathematics education policy. Project Report. The Royal Society. [Monograph]

BOYLAN, Mark, TRUELOVE, Lynne, PEARSE, Sally, O’BRIEN, Susan, SHEEHAN, Helen, COWELL, Tony and LONG, Eleanor (2023). Developing trauma-informed teacher education in England. London Review of Education, 21 (1): 29. [Article]

BOYLAN, Mark and ADAMS, Gill (2023). Market mirages and the state’s role in professional learning: the case of English mathematics education. Journal of Education Policy. [Article]

BOYLAN, Mark, ADAMS, Gill, PERRY, Emily and BOOTH, Josephine (2023). Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review. Professional Development in Education, 49 (4), 651-669. [Article]

BARWELL, Richard, BOYLAN, Mark and COLES, Alf (2022). Mathematics education and the living world: A dialogic response to a global crisis. The Journal of Mathematical Behavior, 68: 101013. [Article]

ADAMS, Gillian and BOYLAN, Mark (2022). Mathematics education policy: a horizon scan [Abstract only]. In: BSRLM Autumn Day Conference 2022, Online, 5 November 2022. British Society for Research into Learning Mathematics. [Conference or Workshop Item]

CULLINEY, Martin, DEMACK, Sean, BOYLAN, Mark and WOLSTENHOLME, Claire (2022). Realistic maths education: evaluation report. Project Report. Education Endowment Foundation. [Monograph]

PERRY, Emily, HALLIDAY, Joelle, BOOTH, Josephine, WOLSTENHOLME, Claire and BOYLAN, Mark (2022). Researching professional development leaders: investigating support for ‘remote’ professional development leaders. Project Report. Ogden Trust. [Monograph]

BOYLAN, Mark (2021). Trauma informed practices in education and social justice: towards a critical orientation. International Journal of School Social Work, 6 (1). [Article]

ADAMS, Gill, BOYLAN, Mark, CHRONAKI, Anna, OTIENO, Herine and WRIGHT, Pete (2021). Mathematics teacher agency. In: KOLLOSCHE, David, (ed.) Exploring new ways to connect: Proceedings of the Eleventh International Mathematics Education and Society Conference. Tredition, 95-98. [Book Section]

PERRY, Emily, BOOTH, Josephine, BOYLAN, Mark, WOLSTENHOLME, Claire, CHEDZEY, Katy and CUNNINGHAM, Maria (2021). Quality assurance of teachers’ continuing professional development: design, development and pilot of a CPD quality assurance system - evaluation report. Project Report. London, UK, Wellcome. [Monograph]

BOYLAN, Mark (2021). Entanglement, evaluation and practice in a professional learning innovation. Professional Development in Education. [Article]

PERRY, Emily, BOOTH, Josephine, BOYLAN, Mark and ADAMS, Gill (2020). Professionalism and professional development: modelling a dynamic relationship [abstract only]. In: IPDA International Virtual Conference 2020, Online conference, 27-28 Nov 2020. International Professional Development Association (IPDA). [Conference or Workshop Item]

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

BOYLAN, Mark and ADAMS, Gill (2019). Policy shifts in primary mathematics professional development in England: hybrid roles and system leadership. In: Educating the educators III, Freiburg, Germany, 07-08 Oct 2019. 70-72. [Conference or Workshop Item]

BOYLAN, Mark and ADAMS, Gill (2019). Paradox, market mirages and the statification of professional learning: the case of mathematics professional development in England [abstract only]. In: British Educational Research Association Annual Conference, Manchester, UK, 10-12 Sep 2019. [Conference or Workshop Item]

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. [Monograph]

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. [Monograph]

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

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. [Article]

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. [Article]

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. [Article]

ADAMS, Gillian, BOYLAN, Mark and MAXWELL, Bronwen (2018). Primary mastery specialists: adaptive leadership of pedagogical and cultural change. Paper presented at symposium 'Professional development facilitators: theorising knowledge, skills and practice' [abstract only]. In: British Educational Research Association Annual Conference 2018, Newcastle, UK, 11 Sep 2018 - 13 Sep 2018. [Conference or Workshop Item]

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

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

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

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

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. [Article]

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. [Article]

POVEY, Hilary, ADAMS, Gillian and BOYLAN, Mark (2016). Making time to make meaning: an embodied approach to learning. In Y. Solomon (Chair), Making time for mathematics: the case for a slower-paced pedagogy. Symposium [abstract only]. In: British Educational Research Association Annual Conference, Leeds, UK, 13-15 Sep 2016. [Conference or Workshop Item]

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) [Conference or Workshop Item]

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. [Monograph]

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

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. [Monograph]

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

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

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. [Article]

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. [Conference or Workshop Item]

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

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

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. [Book Section]

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

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) [Conference or Workshop Item]

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. [Article]

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. [Article]

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. [Book Section]