Gill has been tutoring on the Masters in Learning and Teaching since its inception, initially in the English strand and now in the Generic strand.
She has also worked with the PGCE Course and was part of the team which carried out the National Evaluation of the Early Learning Parenting Partnerships.
- Boag-Munroe, G. (2007) A Commerce of the Old and New: How Classroom Teacher Mentors Work in Multiple Activities. PhD thesis available at http://etheses.bham.ac.uk/38/
- Boag-Munroe, G. and Houghton, G. (eds.) (2004) Papers from the Student Conference June 2004. Birmingham: Birmingham University Press
Contribution to report:
- Evangelou, M.; Sylva, K.; Edwards, A. and Smith, T. (2008) Report Number DCSF-RR039 ‘Supporting Parents in Promoting Early Learning: The Evaluation of the Early Learning Project’. Nottingham: DCSF, available at www.dcsf.gov.uk/research
Chapters in books:
- Boag-Munroe, G. (2012) ‘A Reflection On How To Understand And Engage Families Who Might Be Considered Hard-to-Reach’ In Papatheodorou, T. (ed) ‘International Debates on Early Childhood Practices and Policies’. London: Routledge.
- Georgeson, J. and Boag-Munroe, G. (2012) ‘Architexture and the Early Years Environment; how might buildings contribute to the experience of early years staff, children and families?’ In Papatheodorou, T. (ed) ‘International Debates on Early Childhood Practices and Policies’. London: Routledge.
- Boag-Munroe, G. (2010) ‘Investigating Teacher Language Using Activity Theoretical Concepts and Critical Discourse Analysis’ in Ellis, V., Edwards, A. and Smagorinsky, P. (eds) Cultural-Historical Perspectives on Teacher Education and Development. Abingdon: Routledge.
- Boag-Munroe, G. (2005) ‘The Naming of Cats is a Difficult Matter.’ in Satterthwaite, J. and Atkinson, A. (eds.) Discourses of Education in the Age of New Imperialism. Stoke-on-Trent: Trentham Books
- Boag-Munroe, G. (2004) ‘Designing Research Which Marries Critical Discourse Analysis With Activity Theory: Some Epistemological Issues.’ In Boag-Munroe, G. and Houghton, G. (eds.) (2004) Papers from the Student Conference June 2004. Birmingham: Birmingham University Press.
- Boag-Munroe, G. And Evangelou, M. (2010) ‘From Hard to Reach to How to Reach: A Systematic Review of the Literature on Hard to Reach Families.’ Research Papers in Education 27 (2), pp. 209-239.
- Boag-Munroe, G. (2004) ‘Wrestling with words and meaning: finding a tool for analysing language in activity theory.’ In Educational Review 56 (2) pp. 165-182.
Gill’s particular interests lie in hard to reach families and how educational establishments might reach out to them; and in identity construction in schools.
She is currently investigating how Senior Mentors/Professional Tutors work to create a link between school and university, and the identities they construct to allow them to be that link. In addition I am working with Jan Georgeson (Plymouth University) to explore the ways that a systemic functional linguistic approach can assist in describing how Early Years practitioners construct identities for themselves and their users through the ways that they decorate, furnish and sign their settings. I am particularly interested in how settings attract or deter families who might be considered hard to reach.