(2015) “A review of ‘research-informed clinical practice’ in Initial Teacher Education”, Oxford Review of Education. 41(2) 217-233.
(2015) “A review of 'research-informed clinical practice' in Initial Teacher Education”, OXFORD REVIEW OF EDUCATION. 41(2) 217-233.
(2011) “Surprising but not shocking: The reality of the first year of teaching”, CAMBRIDGE JOURNAL OF EDUCATION. 41(4) 387-405.
(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) “Making sense of learning to teach: learners in context”, RESEARCH PAPERS IN EDUCATION. 25(1) 73-91.
(2010) “Strengthening and sustaining professional learning in the second year of teaching”, OXFORD REVIEW OF EDUCATION. 36(6) 639-659.
(2009) “Developing reading achievement in primary learners of French: Inferencing strategies versus exposure to 'graded readers'”, Language Learning Journal. 37(2) 165-182.
(2008) “Practice makes perfect? Learning to learn as a teacher”, OXFORD REVIEW OF EDUCATION. 34(2) 159-178.
(2008) “‘Towards professional multilingualism?’ Reconceptualising the school coordinator role in initial teacher training”, Curriculum Journal. 19(3) 215-226.
(2008) “'We will take them from anywhere': Schools working within multiple initial teacher training partnerships”, Journal of Education for Teaching. 34(1) 45-62.
(2007) “Mentor skills in a new context: working with trainee teachers to develop the use of information and communications technology in their subject teaching”, Technology, Pedagogy and Education. 15(3) 337-352.
(2007) “More than managing? The role of the Initial Teacher Training coordinator in schools in England”, Teacher Development. 11(3) 245-261.
(2007) “Looking forward: rethinking professional learning through partnership arrangements in Initial Teacher Education”, OXFORD REVIEW OF EDUCATION. 33(4) 503-519.
(2003) “The complex development of student-teachers' thinking”, Teachers and Teaching: Theory and Practice. 9(4) 309-331.
(2002) “Developing language teachers through a co-researcher model”, Language Learning Journal. 25(1) 27-39.
“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.
“Family-school partnerships: a challenge for teacher education”, Journal of Education for Teaching.
“‘It's definitely part of who I am in the role’. Developing teachers' research engagement through a subject-specific Master's programme.”, Teacher Development.
“Changing mindsets in the modern foreign languages classroom: an intervention combining intelligence theories and reading strategies”, Language Learning Journal.
“Doing things differently: responding to the ‘policy problem’ of teacher education in Wales”, Cylchgrawn Addysg Cymru / Wales Journal of Education.