Publications

Recent Publications

Teacher education policy

  • Conroy, J., Donaldson, G. and Menter, I. (2014) Work-based learning in teacher education: a Scottish perspective, in McNamara, O., Murray, J. And Jones, M. (Eds.) Work-based Learning in Teacher Education. Dordrecht: Springer
  • Childs, A. and Menter, I. (2013) Teacher education in the 21st Century in England: a case study in neo-liberal policy Revista Espanola de Educacion Camparada (Spanish Journal of Comparative Education) 22, 93-116. ISSN 1137-8654
  • Furlong, J. (2013) Education –  an anatomy of the discipline.  Rescuing the university project?  London: Routledge
  • Furlong, J. (2013) Globalisation, neo-liberalism and the reform of teacher education in England, The Educational Forum  77(1), 28-50
  • Hulme, M., Menter, I. and McMahon, M. (2013) Accountability and accomplished teaching: Researching the chartered teacher programme in Scotland Irish Educational Studies DOI:10.1080/03323315.2013.814748
  • McNicholl, J. & Blake, A. (2013) Transforming teacher education, an activity theory analysis Journal of Education for Teaching: international research and pedagogy, 39, 3, 281-300.
  • Menter, I. (2013) ‘Teachers and ‘structures of feeling’: a sociocultural approach to identity and representation’ in McCluskey, R. and McKinney, S. (eds.) The Teacher: Image, Icon, Identity. Representations of the teacher in the arts and humanities, Edwin Mellen Press.
  • Menter, I. and Hulme, M. (2013) ‘Developing Teachers – or Not? In Priestley, M. and Biesta, G. (eds.) Reinventing the Curriculum? New Trends in policy and practice. London: Bloomsbury.
  • Menter, I. (2012) ‘Foreword’ in Arshad R., Wrigley, T. and Pratt, L. (eds.) Social Justice Re-examined: dilemmas and solutions for the classroom teacher. Stoke-on-Trent: Trentham. ISBN 978-1-85856-507-1 ppvi-xi.
  • Menter, I. and Hulme, M. (2012) ‘Teacher education in Scotland – riding out the recession?’ Educational Research (Special Issue: Teacher education: the impact of the global recession), 54, 2, 149-60.
  • Menter, I. and Hulme, M. (i-First, May 2012) ‘Reviewing literature to inform policy: some complexities and tensions’ International Journal on Research Methods in Education
  • Menter, I., Hulme, M. and Sangster, P. (2012) ‘Performance in teacher education and research – a double whammy for teacher educators?’ in Jeffrey, B. and Troman, G. (eds.) Performativity in Education in the UK: Effects, consequences and agency. Stroud, Gloucestershire: E&E Publishing. ISBN 978-0-9569007-1-5 pp23-40.
  • Hulme, M., Jephcote, M. and Menter, I. (2012) ‘Teacher education for the 21st century: Evidence-informed policy?’ in Tan, O.S.(Ed.) Teacher Education Frontiers: International Perspectives on Policy and Practice for Building New Teacher Competencies, Singapore: Cengage Learning Asia Pte. ISBN 978-981-4384-56-8, pp 307-327.
  • Furlong, J. (2011) Universities and the discipline of education: understanding the impact of the United Kingdom’s Research Assessment Exercise, Power and Education, 3(1), 18–30.
  • Harris, R. & Burn, K. (2011) Curriculum theory, curriculum policy and the problem of ill-disciplined thinking, Journal of Education Policy 26 (2) 245-261.
  • Hulme, M. and Menter, I. (2011) ‘South and North – Teacher education policy in England and Scotland: a comparative textual analysis’. Scottish Educational Review, 43, 2, 70-90.
  • Hulme, M. and Menter, I. (2011) ‘Teacher Induction across the United Kingdom’ in Picard, P. and Ria, L. (eds.) Beginning teachers: challenge for educational systems. (CIDREE Yearbook 2011) Lyon, France: ENS de Lyon, Institut Francais de l’Education. ISBN 978-2-84788-322-0 pp83-104
  • Hulme, M., Menter, I. and Conroy, J. (2011) Creativity in Scottish school curriculum and pedagogy in Sefton-Green, J., Jones, K., Thomson, P. and Bresley, L. (eds.) The Routledge International Handbook of Creative Learning. London: Routledge.
  • Menter, I. (2011) ‘Four ‘academic sub-tribes’ but one territory? Teacher educators and teacher education in Scotland’, Journal of Education for Teaching, 37, 3, 293-308.
  • Menter, I. and Hulme, M. (2011) ‘Teacher education reform in Scotland: National and global influences’ Journal of Education for Teaching, 37,4, 387-397.
  • Menter, I and Murray, J. (2011) Developing Research in Teacher Education, London: Routledge ().
  • Baumfield, V., Hulme, M., Livingston, K. and Menter, I. (2010) Consultation and engagement? The reshaping of teacher professionalism through curriculum reform in 21st Century Scotland, Scottish Educational Review, 42, 2, 57-73.
  • Furlong, J., & Lawn, M. (Eds.), (2010). Disciplines of education: Their role in the future of education research. London: Routledge.
  • Lawn, M., & Furlong, J. (2010). The disciplines of education in the UK: Between the ghost and the shadow. In J. Furlong & M. Lawn (Eds.), Disciplines of education: Their role in the future of education research. London: Routledge.
  • Menter, I., Duarte, J. and Gorur, R. (2010) ‘Global students for global education research?’ in Thomson, P. and Walker, M. (eds.) The Routledge Doctoral Student’s Handbook, London: Routledge. pp368-376.
  • Menter, I., Hulme, M., Murray, J., Campbell, A., Hextall, I., Jones, M., Mahony, P. Procter, R. and Wall, K. (2010) ‘Teacher education research in the UK: the state of the art’, Revue Suisse des sciences de l’education, 32, 1, 121-142.
  • Christie, D. and Menter, I. (2009) Research capacity building in teacher education: Scottish collaborative approaches, Journal of Education for Teaching, 35, 4, 337-354.
  • Furlong, J (Ed.), (2009). The TLRP in Wales. Cardiff: Welsh Assembly Government.
  • Furlong, J. (2009). Whose big prize? A response to Hall and Gunter. Oxford Review of Education, 35(6 ), 771–774
  • Furlong, J., Burn, K., Hagger, H., Howson, J., & McNamara, O. (2009). Review of teacher education in Brunei Darussalam. Oxford: Oxford University Department of Education.
  • Lawn, M., & Furlong, J. (2009). The disciplines of education in the UK: Between the ghost and the shadow. Oxford Review of Education, 35(5), 541-552.
  • Menter, I. (2009) ‘Teachers for the future: what have we got and what do we need?’ in Gewirtz, S., Mahony, P., Hextall, I. and Cribb, A. (eds.) Changing Teacher Professionalism: International trends, challenges and ways forward, London: Routledge, 217-228.
  • Menter, I (2009) ‘An uneasy relationship? Teacher education research and education science’ in St. Clair, R. (ed.) Education Science: Critical perspectives, Rotterdam: Sense, 41-52.
  • Murray, J., Campbell, A., Hextall, I., Hulme, M., Jones, M., Mahony, P. Menter, I., Procter, R. and Wall, K. (2009) ‘Research and teacher education in the UK: building capacity’, Teaching and Teacher Education, 25, 7, 944-950.
  • Menter, I. and Hulme, M. (2009) ‘Teacher researchers in the UK: what are their needs? Some lessons from Scotland’ in Campbell, A. and Groundwater-Smith, S. (eds.), Connecting Inquiry and Professional Learning in Education, London: Routledge, 109-121.
  • Wall, K., Murray, J., Campbell, A., Hextall, I., Hulme, M., Jones, M., Mahony, P. Menter, I., and Procter, R. (2009) The TEG bibliography: having knowledge and using it – next steps?, Journal of Education for Teaching, 35, 4, 441-452.
  • Smart, S. Hutchings, M., Maylor, U., Mendick, H. and Menter, I. (2009) Processes of middle-class reproduction in a graduate employment scheme. Journal of Education and Work. 22, 1, 35-53.
  • Furlong, J (2008) ‘Making Teaching a 21st Century Profession: Tony Blair’s big prize’  Oxford Review of Education special edition:  Education Under Tony Blair. Volume 34(6), 727 – 739.
  • Furlong, J., Cochran-Smith, M. & Brennan, M. (2008). Editorial. Teachers and Teaching, 14(4), 265– 269.
  • Furlong, J., McNamara, O., Campbell, A., Howson, J. and Lewis, S (2008). ‘Partnership, Policy and Politics: initial teacher education in England under new Labour’ in  Furlong, J, Cochran Smith, M and Brennan, M (Eds) special edition of Teachers and Teaching: Politics and Policy in Teacher Education: international perspectives  Volume 14 (4) 307-318.  Also reprinted in: Furlong, J, Cochran Smith, M and Brennan, M (2008)  (eds), Politics and Policy in Teacher Education: international perspectives London: Routledge
  • Hulme, M. and Menter, I. (2008) ‘Learning to teach in post-devolution UK: a technical or an ethical process?’, Southern Africa Review of Education, 14, 1-2, 43-64.
  • Menter, I. (2008) Tradition, culture and identity in the reform of teachers’ work in Scotland and England: some methodological considerations’, Pedagogy, Culture and Society, 16, 1, 57-69.
  • Menter, I. and Hulme, M. (2008) ‘Is small beautiful?: policy making in teacher education in Scotland’, Teachers and Teaching, 14, 4, 319 – 330.
  • Murray, J., Campbell, A., Hextall, I., Hulme, M., Jones, M., Mahony, P. Menter, I., Procter, R. and Wall, K. (2008) ‘Mapping the field in teacher education research: methodology and issues in a research capacity-building initiative in teacher education in the United Kingdom’, European Educational Research Journal, 7, 4.
  • Furlong, J., Hagger, H., Butcher, C. and Howson, J. (2006) Review of Initial Teacher Training in Wales. National Assembly for Wales (The Furlong Report), Oxford: University of Oxford Department of Education.
  • Furlong, J. and Oancea, A. (2006) Assessing quality in applied and practice-based research in education: a framework for discussion, Review of Australian Research in Education, No 6: Counterpoints on the Quality and Impact of Educational Research, 85–100.
  • Furlong, J. (2005) New Labour and teacher education: the end of an era?, Oxford Review of Education, 31(1), 119–134.
  • Furlong, J. (2004) BERA at 30: have we come of age?, British Educational Research Journal, 30(3), 343–358.
  • Furlong, J., Barton, L., Miles, S., Whiting, C. and Whitty, G. (2000) Teacher Education in Transition: Re-forming Teacher Professionalism? Buckingham: Open University Press.
  • Furlong, J. (1998) Inaugural Lecture. Educational Research: Meeting the Challenge of Change. Bristol: Graduate School of Education, University of Bristol.
  • Furlong, J. (1996) Do student teachers need higher education? in J. Furlong and R. Smith (eds) The Role of Higher Education in Initial Teacher Training. London: Kogan Page.

The individual learning of beginning teachers

  • Furlong, J. and Davies, C. (2012) Young people, new technologies and learning at home: taking context seriously, Oxford Review of Education, 38(1), 45–62.
  • Hagger, H., Mutton, T. & Burn, K. (2011) Surprising but not shocking: the reality of the first year of teaching, Cambridge Journal of Education, 41 (4) 387-405
  • Mutton, T., Burn, K. & Hagger, H. (2011) Learning to Plan, Planning to Learn; the Developing Expertise of Beginning Teachers, Teachers and Teaching: Theory and Practice, 17 (4) 399-416
  • Malmberg, L-E., Hagger, H., Burn, K., Mutton, T., & Colls, H. (2010). Observed classroom quality during teacher education and two years of professional practice Journal of Educational Psychology 102(4), 916-932
  • Edwards, A. (2009). Becoming a teacher: A sociocultural analysis of initial teacher education. In H. Daniels, H. Lauder, & J. Porter (Eds.), Educational theories, cultures and learning: A critical perspective (pp.153-164). London: Routledge.
  • Hagger, H., Burn, K., Mutton, T., & Brindley, S. (2008). Practice makes perfect? Learning to learn as a teacher. Oxford Review of Education, 34(2), 159-178.
  • Hillier, J. (2013). How Does That Work? Developing Pedagogical Content Knowledge From Subject Knowledge, Teacher Education and Practice, Vol. 26, No. 2 Spring 2013, 321-338.
  • Burn, K., Hagger, H. & Mutton, T. (2010) Strengthening and sustaining learning in the second year of teaching, Oxford Review of Education 36 (6) 639-659.
  • Mutton, T., & Butcher, J. (2008). “We will take them from anywhere”: Schools working within multiple initial teacher training partnerships. Journal of Education for Teaching, 34(1), 45-62.
  • Burn, K. (2007) ‘Professional knowledge and identity in a contested discipline: challenges for student teachers and teacher educators’, Oxford Review of Education 33 (4), 445-467.
  • Childs, A., Twidle, J., Sorensen, P., & Godwin, J. (2007). Trainee teachers’ use of the internet – opportunities and challenges for initial teacher education. Research in Science & Technological Education, 25(1), 77-97.
  • Burn, K. (2006) ‘Critical conversations, the distinctive contribution of higher education as a partner in the professional education of new teachers’, Journal of Education for Teaching: International Research and Pedagogy 32 (3) 243-258.

Professional learning in schools

  • Thompson, I. (Ed.) (in preparation, 2014) Designing Tasks in Secondary Education:  Enhancing subject understanding and student engagementLondon & New York: Routledge.
  • Childs, A, Burn, K. McNicholl, J. (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
  • Conroy, J., Hulme, M. and Menter, I. (2013) Developing a ‘Clinical’ Model for Teacher Education, Journal of Education for Teaching, 39, 5.
  • Boag-Munroe, G., & Evangelou, M. (2012). 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), 209-239
  • Edwards, A.  & Ellis, V (2012). The professional development of teachers: European perspectives. In C. Day (Ed.), The international handbook on teacher and school development. London: Routledge.
  • Wyse, D., Baumfield, V., Egan, D., Gallagher, C., Hayward, L., Hulme, M., Leitch, R., Livingston, and Menter, I. with Lingard, B. (2012) Creating the Curriculum. Routledge, London.
  • Furlong, J. (2011a) The English Masters in Teaching and Learning: a new arena for practitioner inquiry? In N. Mockler and J. Sachs (eds) Completing the Circle: Practitioner Inquiry for and with Teachers and Students. A Festschrift in Honour of Susan Groundwater-Smith. New York: Springer.
  • Hagger, H., Mutton, T & Burn, K.  (2011) Surprising but not shocking: the reality of the first year of teaching, Cambridge Journal of Education, 41 (4) 387-405.
  • Mutton, T., Burn, K. & Hagger, H.  (2011) Learning to Plan, Planning to Learn; the Developing Expertise of Beginning Teachers, Teachers and Teaching: Theory and Practice, 17 (4) 399-416.
  • Baumfield, V., Hulme, M. and Menter, I. (2010) ‘Negotiating research relations in the Scottish Schools of Ambition: supporting school self-evaluation through practitioner enquiry’ in Masson, P and Pilo, M. (eds.) Partnership in Education – theoretical approach and case studies, Lille: Book Edition, Collection Savoir Faire, 106-114 (in French 115-126) 978-2-9533881-0-7
  • Boag-Munroe, G. (2010). Investigating teacher language: A comparison of the relative strengths of conversation analysis and critical discourse analysis as methods. In V. Ellis, A. Edwards, & P. Smagorinsky (Eds.), Cultural historical perspectives on teacher education and development: Learning teaching. London: Routledge.
  • Burn, K., Hagger, H., & Mutton, T. (2010). Strengthening and sustaining learning in the second year of teaching Oxford Review of Education, 36(6), 639-659
  • Edwards, A., Lunt, I., & Stamou, E. (2010). Inter-professional work and expertise: New roles at the boundaries of schools. British Educational Research Journal, 36(1), 27-45.
  • Ellis, V., Edwards, A., & Smagorinsky, P. (Eds.), (2010). Learning teaching: Cultural historical perspectives on teacher education and development. London: Routledge.
  • Hulme, M., Menter, I., Kelly, D. and Rusby, S. (2010) Schools of Ambition: bridging professional and institutional boundaries, in Slater, J. and Ravid, R. (Eds.), Collaboration in Education, London: Routledge. ISBN 0-415-80621-6 pp39-46
  • Kum, H., Menter, I. and Smyth, G. (2010) ‘Changing the face of the Scottish teaching profession – the experiences of refugee teachers’, Irish Educational Studies (Special Issue on ‘Race’, migration and education in a globalised context), 29, 3, 321-338.
  • Mutton, T., Burn, K., & Hagger, H. (2010). Making sense of learning to teach: Learners in context. Research Papers in Education, 25(1), 73-91.
  • Evangelou, M., & Boag-Munroe, G. (2009, August). A systematic review of the literature on how “hard-to-reach” families might be engaged to reduce social exclusion. Research Intelligence, 108, 22-23.
  • Evangelou, M., Sylva, K., Edwards, A., & Smith, T. (2008). Supporting parents in promoting early learning: The evaluation of the early learning project [Report No. DCSF-RR039]. Nottingham: DCSF. Retrieved from www.dcsf.gov.uk/research
  • Hulme, M. and Menter, I. (2008) ‘To teach or to research – is that the question?, a case study from the Schools of Ambition’, Education in the North, 16, 61-68.
  • Sorensen, P., Twidle, J., Childs, A., & Godwin, J. (2007). The use of the internet in science teaching: A longitudinal study of developments in use by student-teachers in England. International Journal of Science Education, 29(13), 1605-1627.
  • Furlong, J. and Salisbury, J. (2005) The Best Practice Research Scholarship Scheme: an evaluation, Research Papers in Education, 20(1), 45–83.
  • Furlong, J., Hirst, P. H., Pocklington, K. and Miles, S. (1998) Initial Teacher Training and the Role of the School. Milton Keynes: Open University Press.