MUTTON, T, BURN, K (2020) “Doing things differently: responding to the ‘policy problem’ of teacher education in Wales”, Cylchgrawn Addysg Cymru / Wales Journal of Education. 22(1) 82-109.
DOI: http://doi.org/10.16922/wje.22.1.5-en
Harris, R, Courtney, L, Ul-Abadin, Z, Burn, K (2019) “Student access to the curriculum in an age of performativity and accountability: an examination of policy enactment”, Research Papers in Education.
DOI: http://doi.org/10.1080/02671522.2019.1568528
Thompson, IC, Willemse, M, MUTTON, T, Burn, K, de Bruïne, E (2018) “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. 44(3) 258-277.
DOI: http://doi.org/10.1080/02607476.2018.1465621
MUTTON, T, Burn, K, Thompson, I (2018) “Preparation for family-school partnerships within initial teacher education programmes in England”, Journal of Education for Teaching. 44(3) 278-295.
DOI: http://doi.org/10.1080/02607476.2018.1465624
Chapman, A, Burn, K, Kitson, A (2018) “¿Para qué sirve la enseñanza de la historia? Perspectivas de docentes y estudiantes británicos”, Arbor. 194(788) 443-443.
DOI: http://doi.org/10.3989/arbor.2018.788n2003
Mutton, T, Burn, K, Menter, I (2017) “Deconstructing the Carter Review: competing conceptions of quality in England’s ‘school-led’ system of initial teacher education”, Journal of Education Policy. 32(1) 14-33.
DOI: http://doi.org/10.1080/02680939.2016.1214751
BURN, K, CHILDS, A (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.
DOI: http://doi.org/10.1080/02607476.2016.1215547
Burn, KC, Mutton, T, Thompson, I, Ingram, J, McNicholl, J, Firth, R (2016) “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. 42(4) 434-450.
DOI: http://doi.org/10.1080/02607476.2016.1215551
Harris, R, Burn, K (2016) “English history teachers' views on what substantive content young people should be taught”, JOURNAL OF CURRICULUM STUDIES. 48(4) 518-546.
DOI: http://doi.org/10.1080/00220272.2015.1122091
Burn, K, Mutton, T (2015) “A review of ‘research-informed clinical practice’ in Initial Teacher Education”, Oxford Review of Education. 41(2) 217-233.
DOI: http://doi.org/10.1080/03054985.2015.1020104
McNicholl, J, Childs, A, Burn, K (2013) “School subject departments as sites for science teachers learning pedagogical content knowledge”, Teacher Development. 17(2) 155-175.
DOI: http://doi.org/10.1080/13664530.2012.753941
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.
McNicholl, J, Childs, A, Burn, K (2013) “School subject departments as sites for science teachers learning pedagogical content knowledge”, Teacher Development.
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.
DOI: http://doi.org/10.1080/13664530.2012.753945
Harris, R, Downey, C, Burn, K (2012) “History education in comprehensive schools: using school-level data to interpret national patterns”, OXFORD REVIEW OF EDUCATION. 38(4) 413-436.
DOI: http://doi.org/10.1080/03054985.2012.707614
Harris, R, Burn, K (2011) “Curriculum theory, curriculum policy and the problem of ill-disciplined thinking”, JOURNAL OF EDUCATION POLICY. 26(2) 245-261.
DOI: http://doi.org/10.1080/02680939.2010.498902
McCormick, B, Burn, K (2011) “Reviewing the National Curriculum 5-19 two decades on”, Curriculum Journal. 22(2) 109-115.
DOI: http://doi.org/10.1080/09585176.2011.574513
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.
DOI: http://doi.org/10.1080/0305764X.2011.624999
Mutton, T, Hagger, H, Burn, K (2011) “Learning to plan, planning to learn: the developing expertise of beginning teachers”, TEACHERS AND TEACHING. 17(4) 399-416.
DOI: http://doi.org/10.1080/13540602.2011.580516
Malmberg, LE, 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.
DOI: http://doi.org/10.1037/a0020920
Burn, K, Mutton, T, Hagger, H (2010) “Strengthening and sustaining professional learning in the second year of teaching”, OXFORD REVIEW OF EDUCATION. 36(6) 639-659.
DOI: http://doi.org/10.1080/03054985.2010.501140
Mutton, T, Burn, K, Hagger, H (2010) “Making sense of learning to teach: learners in context”, RESEARCH PAPERS IN EDUCATION. 25(1) 73-91.
DOI: http://doi.org/10.1080/02671520802382912
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.
DOI: http://doi.org/10.1080/03054980701614978
Burn, K, Childs, A, McNicholl, J (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.
DOI: http://doi.org/10.1080/09585170701687886
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.
DOI: http://doi.org/10.1080/03054980701450886
Burn, K, Edwards, A (2007) “Learning in and across the professions”, OXFORD REVIEW OF EDUCATION. 33(4) 397-401.
DOI: http://doi.org/10.1080/03054980701562664
Burn, K (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.
DOI: http://doi.org/10.1080/02607470600782252
Burn, K, Hagger, H, Mutton, T, Everton, T (2003) “The complex development of student-teachers' thinking”, Teachers and Teaching: Theory and Practice. 9(4) 309-331.
DOI: http://doi.org/10.1080/1354060032000097235
BURN, K “Oral history in schools: practice as reflected in the Historical Association’s professional journals”, Oral History.
BURN, K, Conway, R, Edwards, A, Harries, E “The role of school-based Research Champions in a school-university partnership”, British Educational Research Journal.
DOI: http://doi.org/10.1002/berj.3675
BURN, K, Menter, I “Making sense of teacher education in a globalising world: the distinctive contribution and challenges inherent in a socio-cultural approach”, Comparative Education Review.
DOI: http://doi.org/10.1086/716228