I have been tutoring on the Masters in Learning and Teaching since its inception, initially in the English strand and now in the Generic strand.
I have 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.
My particular interests lie in hard to reach families and how educational establishments might reach out to them; and in identity construction in schools.
I am 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.