Hall, SS, McGill, RM, Puttick, S, Maltby, J (2022) “Resilience, science, technology, engineering, and mathematics (STEM), and anger: A linguistic inquiry into the psychological processes associated with resilience in secondary school STEM learning.”, The British journal of educational psychology. e12496+.
DOI: http://doi.org/10.1111/bjep.12496
Hall, SS, Puttick, S, Maltby, J (2021) “Identifying the psychological processes used by male and female students when learning about science technology engineering and mathematics: A linguistic inquiry”, SCIENCE EDUCATION.
DOI: http://doi.org/10.1002/sce.21679
PUTTICK, S (2021) “Written Lesson Observation Feedback in Initial Teacher Education”, Impact Journal of the Chartered College of Teaching. 12
PUTTICK, S, CULLINANE, A (2021) “Towards the nature of geography for geography education: an exploratory account, learning from work on the nature of science”, Journal of Geography in Higher Education.
DOI: http://doi.org/10.1080/03098265.2021.1903844
PUTTICK, S (2020) “Taking Burgess out of the bin”, Teaching Geography. 45(1) 6-8.
PUTTICK, S (2020) “Geography amid COVID-19 – inequality, decent work, and curriculum”, Geography. 105(2) 58-59.
DOI: http://doi.org/10.1080/00167487.2020.12094089
Puttick, S, Hill, Y, Beckley, P, Farrar, E, Luby, A, Hounslow-Eyre, A (2019) “Liminal spaces constructed by primary schools in predominantly white working-class areas in England”, Ethnography and Education. 15(2) 137-154.
DOI: http://doi.org/10.1080/17457823.2018.1564062
Puttick, S, Paramore, J, Gee, N (2018) “A critical account of what “geography” means to primary trainee teachers in England”, International Research in Geographical and Environmental Education. 27(2) 165-178.
DOI: http://doi.org/10.1080/10382046.2017.1321304
Puttick, S (2017) “Performativity, guilty knowledge, and ethnographic intervention”, ETHNOGRAPHY AND EDUCATION. 12(1) 49-63.
DOI: http://doi.org/10.1080/17457823.2015.1110039
Puttick, S (2017) “‘You’ll see that everywhere’: institutional isomorphism in secondary school subject departments”, School Leadership & Management. 37(1-2) 61-79.
DOI: http://doi.org/10.1080/13632434.2017.1293633
Puttick, S (2017) “Student teachers’ positionalities as knowers in school subject departments”, BRITISH EDUCATIONAL RESEARCH JOURNAL. 44(1) 25-42.
DOI: http://doi.org/10.1002/berj.3314
Puttick, S (2017) “Should we only teach about real people and real places?”, GEOGRAPHY. 102 26-32.
DOI: http://doi.org/10.1080/00167487.2017.12094006
Puttick, S (2016) “An analysis of individual and departmental geographical stories, and their role in sustaining teachers”, International Research in Geographical and Environmental Education. 25(2) 134-150.
DOI: http://doi.org/10.1080/10382046.2016.1149341
Puttick, S (2015) “Chief examiners as Prophet and Priest: relations between examination boards and school subjects, and possible implications for knowledge”, CURRICULUM JOURNAL. 26(3) 468-487.
DOI: http://doi.org/10.1080/09585176.2014.1000936
Puttick, S (2013) “Looking at and looking along: A conceptual framework for teaching different perspectives in geography”, International Research in Geographical and Environmental Education. 22(4) 353-366.
DOI: http://doi.org/10.1080/10382046.2013.826546
Puttick, S (2013) “GCSE geography revision: An action research project”, Teaching Geography. 38(1) 26-27.
Puttick, S (2012) “Geography teachers' conceptions of knowledge”, Teaching Geography. 37(2) 73-75.
PUTTICK, S “Geographical Education I: fields, interactions and relationships”, Progress in Human Geography: an international review of geographical work in the social sciences and humanities.
DOI: http://doi.org/10.1177/03091325221080251
PUTTICK, S, WARREN-LEE, N “Geography mentors’ written lesson observation feedback during Initial Teacher Education”, International Research in Geographical and Environmental Education.
DOI: http://doi.org/10.1080/10382046.2020.1757830
MURREY-NDEWA, A, PUTTICK, S “Confronting the deafening silence on race in geography education in England: learning from anti-racist, decolonial and black geographies”, Geography.
DOI: http://doi.org/10.1080/00167487.2020.12106474
PUTTICK, S, Talks, I “Teachers’ sources of information about climate change: a scoping review”, Curriculum Journal.
DOI: http://doi.org/10.1002/curj.136
PUTTICK, S “Space-times of teachers' journeys for knowledge”, Teaching Geography. 39(3) 114-115.
PUTTICK, S “Recontextualising knowledge for lessons”, Teaching Geography. 40(1) 29-31.
PUTTICK, S “Trust me I'm a teacher”, Teaching Geography. 42(2) 54-56.
PUTTICK, S, Wynn, J “Constructing ‘good teaching’ through written lesson observation feedback”, Oxford Review of Education.
DOI: http://doi.org/10.1080/03054985.2020.1846289
PUTTICK, S “Student teachers’ beliefs about diversity: analysing the impact of a ‘diversity week’ during Initial Teacher Education”, Teacher Development.
DOI: http://doi.org/10.1080/13664530.2020.1854336
PUTTICK, S, Bosher, L, Chmutina, K “Disasters are not natural”, Teaching Geography. 43(4) 118-120.