(2019) “Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment”, Research Papers in Education.
(2018) “¿Para qué sirve la enseñanza de la historia? Perspectivas de docentes y estudiantes británicos”, Arbor. 194(788) 443-443.
(2016) “Responding to poverty through education and teacher education initiatives: a critical evaluation of key trends in government policy in England 1997-2015”, Journal of Education for Teaching.
(2016) “English history teachers' views on what substantive content young people should be taught”, JOURNAL OF CURRICULUM STUDIES. 48(4) 518-546.
(2015) “A review of ‘research-informed clinical practice’ in Initial Teacher Education”, Oxford Review of Education. 41(2) 217-233.
(2013) “What influences the learning cultures of subject departments in secondary schools? A study of four subject departments in England”, Teacher Development.
(2013) “What influences the learning cultures of subject departments in secondary schools? A study of four subject departments in England”, Teacher Development. 17(1) 35-54.
(2013) “School subject departments as sites for science teachers learning pedagogical content knowledge”, Teacher Development.
(2013) “School subject departments as sites for science teachers learning pedagogical content knowledge”, Teacher Development. 17(2) 155-175.
(2012) “History education in comprehensive schools: Using school-level data to interpret national patterns”, Oxford Review of Education. 38(4) 413-436.
(2011) “Reviewing the National Curriculum 5-19 two decades on”, Curriculum Journal. 22(2) 109-115.
(2011) “Surprising but not shocking: The reality of the first year of teaching”, CAMBRIDGE JOURNAL OF EDUCATION. 41(4) 387-405.
(2011) “Curriculum theory, curriculum policy and the problem of ill-disciplined thinking”, Journal of Education Policy. 26(2) 245-261.
(2011) “Learning to plan, planning to learn: the developing expertise of beginning teachers”, TEACHERS AND TEACHING. 17(4) 399-416.
(2010) “Observed Classroom Quality During Teacher Education and Two Years of Professional Practice”, JOURNAL OF EDUCATIONAL PSYCHOLOGY. 102(4) 916-932.
(2010) “Strengthening and sustaining professional learning in the second year of teaching”, OXFORD REVIEW OF EDUCATION. 36(6) 639-659.
(2010) “Making sense of learning to teach: learners in context”, RESEARCH PAPERS IN EDUCATION. 25(1) 73-91.
(2008) “Practice makes perfect? Learning to learn as a teacher”, OXFORD REVIEW OF EDUCATION. 34(2) 159-178.
(2007) “The potential and challenges for student teachers' learning of subject-specific pedagogical knowledge within secondary school subject departments”, Curriculum Journal. 18(4) 429-445.
(2007) “Professional knowledge and identity in a contested discipline: challenges for student teachers and teacher educators”, OXFORD REVIEW OF EDUCATION. 33(4) 445-467.
(2007) “Learning in and across the professions”, OXFORD REVIEW OF EDUCATION. 33(4) 397-401.
(2006) “Promoting critical conversations: The distinctive contribution of higher education as a partner in the professional preparation of new teachers”, Journal of Education for Teaching. 32(3) 243-258.
(2003) “The complex development of student-teachers' thinking”, Teachers and Teaching: Theory and Practice. 9(4) 309-331.
“Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education”, Journal of Education Policy.
“The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty”, Journal of Education for Teaching.
“Teacher Education and Family-School Partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries”, Journal of Education for Teaching.
“Preparation for family-school partnerships within initial teacher education programmes in England”, Journal of Education for Teaching.
“Oral history in schools: practice as reflected in the Historical Association’s professional journals”, Oral History.
“The role of school-based Research Champions in a school-university partnership”, British Educational Research Journal.
“Doing things differently: responding to the ‘policy problem’ of teacher education in Wales”, Cylchgrawn Addysg Cymru / Wales Journal of Education.