Nicole completed her BA in English and History and Graduate Diploma in Education at the University of New South Wales in Australia. She then completed her Masters in Education through the Open University.
Nicole has been working in secondary education both in the UK and Australia since 2001. She was a Teacher of English in both countries and was a mentor for PGCE interns in one of our partner schools before joining the department in 2011.
Nicole is the lead tutor for the PGCE in English and is a General Tutor. She is also a supervisor on the MSc Learning and Teaching. Nicole is interested in literacy across the curriculum, the impact of attachment awareness on children in care in schools and literature within the English curriculum.
She is currently conducting research at doctoral level on the cultures of secondary school English departments. Her supervisors are Dr Ian Thompson and Dr Velda Elliott.
Katharine is an Associate Professor of Education and coordinator of the Oxford Education Deanery: a multi-strand partnership with schools, focused on the development of teachers’ research engagement through initial teacher education, early career professional learning and collaborative university/school research projects.
She teaches on the PGCE History programme and on the MSc in Learning and Teaching as well as supervising Master’s and doctoral students in the fields of history education and teacher education (both policy and practice) at all career stages.
Katharine taught history for ten years in state secondary schools in Oxford and retains a strong commitment to history education as Deputy President of the Historical Association and as co-editor of its professional journal, Teaching History. She is also a Fellow of the Schools History Project. For the last ten years she has been responsible (with Rebecca Harris, of Reading University) for an annual survey of history teaching in England, conducted on behalf of the Historical Association. She is particularly passionate about ensuring history for all young people and about supporting teachers’ continued engagement with historical scholarship and is currently exploring how the’ knowledge exchange and impact agenda’ is being harnessed to support sustained subject-rich CPD for teachers.
Katharine became interested in teachers’ professional learning through adopting an action research approach to the development of mentoring strategies in the early years of the Oxford Internship programme and her doctoral research later examined the Internship principle of learning to teach as ‘process of hypothesis-testing’. She was Research Officer for a 3-year longitudinal study of beginning teachers’ learning and has since been involved in a range of projects looking at different aspects of teacher education policy and practice, including comparative studies. She contributed to the BERA-RSA Inquiry into the Role of Research in Teacher Education and represented BERA at presentations of the final report in the US and Australia.
Her current role coordinating the work of the Oxford Education Deanery has inspired new interests in teachers’ use of research and she is working collaboratively with local teachers on a participatory study of the role of Research Champions in schools.
Deputy President of the Historical Association since June 2018
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.