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Geoffrey Walford is Emeritus Professor of Education Policy and an Emeritus Fellow of Green Templeton College at the University of Oxford.

He was previously Reader in Education Policy at Oxford, and Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham.

He has academic degrees from Oxford, Kent, London and the Open Universities, has authored or edited more than 40 books, and published rather too many academic articles and book chapters. He was Joint Editor of the British Journal of Educational Studies from 1999 to 2002, and was Editor of the Oxford Review of Education from 2004 to 2010. He remains as a Deputy Editor of Ethnography and Education and serves on several editorial boards.

Professor Walford’s main research foci are the relationships between central government policy and local processes of implementation, private schools, choice of schools, religiously-based schools, and ethnographic research methodology. He remains engaged with various scholarly writing activities working, in particular, on issues connected to private schooling for the poor and social justice. He was awarded a DLitt from Oxford University in 2016.

Publications

Major articles and book chapters

• Geoffrey Walford (2024) ‘Learning to Labour and the labour of learning: A question of research methods.’ Ethnography and Education, 19, 1, pp. 1-16.
• Geoffrey Walford (2024) ‘The Radcliffe Observatory, Oxford: New light on its building history.’ The Georgian Group Journal, 32, pp. 201-222.
• Geoffrey Walford (2023) ‘Low-fee private schools.’  In Bob Tierney, Fazal Rizvi and Kadriye Wrcikan (editors-in-chief); Fazal Rizvi and Jason Beech (eds.) Section 1, Globalization and shifting geopolitics of education, International Encyclopedia of Education 4^th edition, Vol 1 (Oxford: Elsevier) pp.355-365.
• Geoffrey Walford (2022) ‘Country houses repurposed as private schools: what might be the motivations?’  Oxford Review of Education, 48, 1, pp. 14-27.
• Geoffrey Walford (2021) ‘Country houses repurposed as private schools: building on inequality.’ Oxford Review of Education, 47, 3, pp. 369-385.
• Geoffrey Walford (2021) ‘What is worthwhile auto-ethnography? Research in the age of the selfie.’ Ethnography and Education, 16, 1, pp. 31-43.
• Geoffrey Walford (2020) ‘Interviews and interviewing in the ethnography of education.’ In George W. Noblit. (ed.) Oxford Encyclopedia of Qualitative Research Methods in Education (New York: Oxford University Press) (Reprint) pp. 672-685.
• Geoffrey Walford (2020) ‘Ethnography is not qualitative.’ Ethnography and Education, 15, 1, pp. 122-136.
• Geoffrey Walford (2019) ‘The provenance of Stowe. Percy Warrington: the founder schools wished to forget.’ History of Education Researcher, 104, pp. 100-108.
• Geoffrey Walford (2018) ‘The impossibility of anonymity in ethnographic research.’ Qualitative Research, 18, 5, pp. 516-525.
• Geoffrey Walford (2018) ‘Interviews and interviewing in the ethnography of education.’Oxford Research Encyclopedia of Education, Editor in Chief: George W. Noblit. On-line. DOI: 10.1093/acrefore/9780190264093.013.320, May, pp. 20.
• Geoffrey Walford (2018) ‘Recognisable continuity. A defence of multiple methods.’ In Dennis Beach, Carl Bagley, and Sofia Maques da Silva (eds.) The Wiley Handbook of Ethnography of Education (London, Wiley) pp. 17-29.
• Geoffrey Walford (2017) ‘Ruling-class classification and framing.’ In Agnés Van Zanten (ed.) Elites in Education, Volume 2, National Traditions and Cosmopolitism in Elite Education. (London, Routledge) (Reprint)
• Geoffrey Walford (2016) ‘Ethnographic methodology: A Virtual Special Issue of Ethnography and Education. Introduction.’ Ethnography and Education.
• Geoffrey Walford (2015) ‘The globalisation of low-fee private schools’ In Joseph Zajda (ed.) Second International Handbook on Globalisation, Education and Policy Research (Amsterdam, Springer) ISBN: 978-94-017-9492-3, pp. 309-20.
• Geoffrey Walford (2014) ‘Site selection within comparative case study and ethnographic research.’ (Reprint) In Malcolm Tight (ed.) Case Studies (London, Sage)
• Ian Macpherson, Susan Robertson and Geoffrey Walford (2014) ‘An introduction to privatisation, education and social justice.’ In Ian Macpherson, Susan Robertson and Geoffrey Walford (eds.) Education, Privatisation, and Social Justice: Case studies from Africa, South Asia, and South East Asia (Abingdon, Symposium) pp. 9-24.
• Ingrid Lunt and Geoffrey Walford (2014) ‘Contributions to the sociology of education: Past, present and future. A Festschrift for John Furlong.’ Oxford Review of Education, 40, 4, pp. 411-414.
• Geoffrey Walford (2014) ‘From City Technology Colleges to Free schools: Ideas of social justice.’ Research Papers in Education, 29, 3, pp. 315-329.
• Geoffrey Walford (2014) ‘Introduction: Academies, Free Schools and social Justice.’ Research Papers in Education, 29, 3, pp. 263-267.
• Geoffrey Walford (2013) ‘The development of private and public schools in England.’ In Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.) Privatschulen versus staatliche Schulen (Wiesbaden, Germany: Springer Fachmedien Wiesbaden) pp. 89-102.  ISBN: (pb) 978-3-531-18199-8; (e-book) 978-3-531-18978-9.
• Geoffrey Walford (2013) ‘Low-fee private schools: a methodological and political debate.’ In Prachi Srivastava (ed.) Low-Fee Private Schooling: Aggravating equity or mitigating disadvantage? (Oxford: Symposium Books) pp. 199-213. ISBN: 978-1-873927-91-5.
• Geoffrey Walford (2013) ‘State support for private schooling in India: What do the evaluations of the British Assisted Places Schemes suggest?’ Oxford Review of Education, 39, 4, pp. 533-547.
• Geoffrey Walford (2013) ‘The development of private and public schools in England.’ In Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.) Privatschulen versus staatliche Schulen (Wiesbaden, Germany: Springer Fachmedien Wiesbaden) pp. 89-102.
• Geoffrey Walford (2013) ‘Low-fee private schools: a methodological and political debate.’ In Prachi Srivastava (ed.) Low-Fee Private Schooling: Aggravating equity or mitigating disadvantage? (Oxford, Symposium Books) pp. 199-213.
• Geoffrey Walford (2012) ‘Researching the powerful in education: a re-assessment of the problems.’ International Journal for Research and Method in Education, 35, 2, pp. 111-118
• Geoffrey Walford (2011) ‘Globalization and low-fee private schools?’ Educational Practice and Theory, 33, 1, pp. 37-50.
• Geoffrey Walford (2011) ‘The Oxford Ethnography Conference: A place in history?’ Ethnography and Education, 6, 2, pp. 133-145.
• Geoffrey Walford (2011) ‘Low-fee private schools in England and in less economically developed countries. What can we learn from a comparison?’ Compare, 41, 3, pp. 401-413.
• Eric Tucker, Madhu Viswanathan and Geoffrey Walford (2010) ‘Reflections on social measurement:  How social scientists generate, modify, and validate indicators and scales.’ In Geoffrey Walford, Eric Tucker and Madhu Viswanathan (eds.) The Sage Handbook of Measurement(London, Sage) pp. 1-5.
• Geoffrey Walford (2010) ‘Faith-based schools in England after ten years of Tony Blair’, in Geoffrey Walford (ed.) Blair’s Educational Legacy? (London, Routledge) pp. 52-62.
• Geoffrey Walford (2009) ‘For ethnography?’ Ethnography and Education, 4, 3, pp. 273-284.
• Geoffrey Walford (2009) ‘Private schools in England.’ Zeitschrift für Pädagogik, 55, 5, pp. 716- 731.
• Geoffrey Walford (2009) ‘The practice of writing ethnographic fieldnotes.’ Ethnography and Education, 4, 2, pp. 117-130.
• Geoffrey Walford (2009) ‘Symposium review of: John Beck, Meritocracy, Citizenship and Education’ (with Anthony Giddens and Yoshiko Nozaki) British Journal of Sociology of Education, 30, 1, pp. 97-105.
• Geoffrey Walford (2008) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’ In Paul Atkinson and Sara Delamont (eds.) Representing Ethnography (London, Sage) pp. 147-162.
• Geoffrey Walford (2008) ‘Selecting sites, and gaining ethical and practical access.’ In Geoffrey Walford (ed.)How to do Educational Ethnography (London, Tufnell Press) pp. 16-38.
• Geoffrey Walford (2008) ‘The nature of educational ethnography.’ In Geoffrey Walford (ed.) How to do Educational Ethnography (London, Tufnell Press) pp. 1-15.
• Martin Forsey, Scott Davies and Geoffrey Walford (2008) ‘The globalisation of school choice: an introduction to key issues and concerns.’ In Martin Forsey, Scott Davies and Geoffrey Walford (eds.) The Globalisation of School Schoice? (Abingdon, Symposium Books) pp. 9-25.
• Geoffrey Walford (2008) ‘School choice in England: globalisation, policy borrowing or policy corruption? In Martin Forsey, Scott Davies and Geoffrey Walford (eds.) The Globalisation of School Schoice? (Abingdon, Symposium Books) pp. 95-109.
• Geoffrey Walford (2008) ’Faith-based schools in England after 10 years of Tony Blair.’ Oxford Review of Education, 34, 6, pp. 689-699.
• Geoffrey Walford (2008) ‘Muslim schools in England and the Netherlands: sustaining cultural continuity.’ In Zvi Bekerman and Ezra Kopelowitz (eds.) Cultural Education – Cultural Sustainability: Minority, diaspora, indigenous and ethno-religious groups in multicultural societies. (London, Routledge)
• Geoffrey Walford (2007) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’ In Alan Bryman (ed.) Qualitative Research 2, Volume 3 Issues of Representation and reflexivity (London, Sage) pp. 214-229.
• Geoffrey Walford (2007) ‘Classification and framing of interviews in ethnographic interviewing. Ethnography and Education, 2, 2, pp. 145-157.
• Geoffrey Walford and Prachi Srivastava (2007) ‘Examining Private Schooling in Less Economically Developed Countries: Key Issues and New Evidence.’ In Prachi Srivastava and Geoffrey Walford (2007) (eds.) Private Schooling in Less-Economically Developed Countries: Asian and African perspectives (Abingdon, Symposium Books)
• Geoffrey Walford (2007) ‘Everyone generalizes, but ethnographers should resist doing so.’ In Geoffrey Walford (ed.) Methodological Developments in Ethnography (Studies in Educational Ethnography, Volume 12) (Amsterdam, New York, Oxford, Elsevier)
• Geoffrey Walford (2006) ‘New Christian schools in England: What are the equity mplications?’ International Journal of Learning, 13, 5, pp. 167-176.
• Geoffrey Walford (2006) ‘From City Technology Colleges to sponsored grant-maintained schools.’ In David Phillips and Geoffrey Walford (eds.) Tracing Education Policy. Selections from the Oxford Review of Education(London, Routledge) pp. 359-375.
• Geoffrey Walford (2006) ‘Introduction: education and the Labour Government.’ In Geoffrey Walford (ed.) Education and the Labour Government. An evaluation of two terms. (London, Routledge).
• Geoffrey Walford (2005) ‘Learning and the local community: Is community involvement always a good thing?’ International Journal of Learning, 11, pp. 1219-1225.
• Geoffrey Walford (2005) ‘Research ethical guidelines and anonymity.’ International Journal of Research and Method in Education, 28, 1, pp. 83-93.
• Holger Daun, Reza Arjmand and Geoffrey Walford (2004) ‘Muslims and education in a global context.’ In Holger Daun and Geoffrey Walford (eds.) Educational Strategies among Muslims in the Context of Globalization. Some National Case Studies. (Leiden, Boston, Brill) pp. 5-36.
• Geoffrey Walford (2004) ‘Private schooling in England’ (in Chinese) Journal of Non-Government Educational Development, 103, pp. 55-60.
• Geoffrey Walford (2004) ‘When tradition meets modern law: changing the role of the Oxford University Proctors.’ Research in Education, 72, pp. 103-114.
• Geoffrey Walford (2004) ‘No discrimination on the basis of irrelevant qualifications.’ Cambridge Journal of Education, 34, 3, pp. 353-361.
• Geoffrey Walford (2004) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’Qualitative Research, 4, 3, pp. 403-417.
• Geoffrey Walford (2003) ‘Country Report on school-based management in England.’ Precedings of the Third International Forum on Educational Reform Education Decentralization Revisited: School-Based Management(Bangkok, Office of the Education Council) pp. 1-23.
• Geoffrey Walford (2003) ‘Separate schools for religious minorities in England and the Netherlands: using a framework for the comparison and evaluation of policy.’Research Papers in Education , 18, 3, pp 1-19.
• Geoffrey Walford (2003) ‘School choice, educational change and inequality in England.’ In The Organising Committee (eds.) Proceedings of the 37^th Annual Conference of the Japan Educational Administration Society(Tokyo, Dojidai Sha, Nichi-nichi Kyoiku Bunko)  pp. 19-49 (in Japanese) pp.147-172 (in English).
• Geoffrey Walford (2003) ‘Muslim schools in Britain.’ In Geoffrey Walford (ed.) British Private Schools: research on policy and practice. (London, Woburn Press) pp. 158-174.
• Geoffrey Walford (2003) ‘Introduction.’ In Geoffrey Walford (ed.) British Private Schools: research on policy and practice. (London, Woburn Press) pp. 1-8.
• Geoffrey Walford (2003) ‘School choice and educational change in England and Wales.’ In  David N. Plank and Gary Sykes (eds.) Choosing Choice: School Choice in International Perspective (New York & London, Teachers College Press) pp. 68-91.
• Geoffrey Walford (2002) ‘Education.’ In W. S. F. Pickering (ed.) Durkheim Today, New York, Oxford, Berghahn Books,  pp. 105-115.
• Geoffrey Walford (2002) ‘Introduction.’ In Geoffrey Walford (ed.) Doing a Doctorate in Educational Ethnography (Studies in  Educational Ethnography, Volume 7) Amsterdam, New York, Oxford, JAI, pp. 1-8.
• Geoffrey Walford (2002) ‘When policy moves fast, how long can ethnography take?’ In Bradley A. U. Levinson, Sandra L. Cade, Ana Padawer and Ana Patricia Elvir (eds.) Ethnography and Education Policy Across the Americas, Westport, CT, Praeger,  pp. 23-38.
• Geoffrey Walford (2002) ‘Why don’t we name our research sites?’ In Geoffrey Walford (ed.) Educational Ethnography and Methodology, (Studies in Educational Ethnography, Volume 6) Amsterdam, New York, Oxford, JAI, pp. 95-105.
• Geoffrey Walford (2002) ‘Educational reform and sociology in England and Wales.’ In David L. Levinson, Peter W. Cookson, Jr., and Alan R. Sadovnik (eds.) Education and Sociology: An Encyclopaedia, New York and London, RoutledgeFalmer, pp. 211-219.
• Geoffrey Walford (2002) ‘Classification and framing of the curriculum in evangelical Christian and Muslim schools in England and the Netherlands.’ Educational Studies, 28, 4, pp. 403-419.
• Geoffrey Walford (2002) ‘Redefining school effectiveness.’ Westminster Studies in Education, 25, 1, pp. 47-58.
• Geoffrey Walford (2001) ‘The state and civil society in education in England: past developments and current problems.’ In Heinz-Dieter Meyer and William Lowe Boyd (eds.) Education between State, Markets, and Civil Society: Comparative perspectives, Mahwah, NJ & London, Lawrence Erlbaum Associates, pp. 81-100.
• Geoffrey Walford (2001) ‘Privatization in industrialized countries.’ In Henry M. Levin (ed.) Privatizing Education. Can the marketplace deliver choice, efficiency, equity, and social cohesion? Boulder, CO  & Oxford, Westview Press, pp. 178-200.
• Geoffrey Walford (2001) ‘From common schooling to selection? Affirming and contesting the comprehensive ideal, 1976-2001.’ In Robert Phillips and John Furlong (eds.)  Education, Reform and the State: Politics, Policy and Practice 1976-2001 London & New York, RoutledgeFalmer, pp. 45-57.
• Geoffrey Walford (2001) ‘Introduction: ethnography and policy.’ In Geoffrey Walford (ed.) Ethnography and Education Policy, (Studies in Educational Ethnography, Volume 4) Amsterdam, New York, Oxford, JAI, pp. 1-9.
• Geoffrey Walford (2001) ‘Durkheim, democracy and diversity: some thoughts on recent changes in England and Wales.’ In W S F Pickering (ed.) Emile Durkheim: Critical Assessments of Leading Sociologists. Volume VI,London & New York, Routledge, pp. 543-559.
• Geoffrey Walford (2001) ‘Introduction’ (to Education Section). In W S F Pickering (ed.) Emile Durkheim: Critical Assessments of Leading Sociologists. Volume VI, London & New York, Routledge, pp. 365-371.
• Geoffrey Walford (2001) ‘Funding for religious schools in England and the Netherlands. Can the piper call the tune?’ Research Papers in Education, 16, 4, pp. 359-380.
• Geoffrey Walford (2001) ‘Evangelical Christian schools in England and the Netherlands.’  Oxford Review of Education, 27, 4, pp. 529-541.
• Geoffrey Walford (2001) ‘Building identity through communities of practice: Evangelical Christian schools in the Netherlands.’ International Journal of Education and Religion, 2, 2, pp. 126-143.
• Geoffrey Walford (2001) ‘The fate of the new Christian schools: from growth to decline?’ Educational Studies,27, 4, pp. 465-477.
• Geoffrey Walford (2001) ‘Site selection within comparative case-study and ethnographic research.’ Compare, 31, 2, pp.151-164.
• Geoffrey Walford (2001) ‘Does the market ensure quality?’ Westminster Studies in Education 24, 1, pp. 23-33.
• Geoffrey Walford (2000) ‘School choice and social exclusion in England and Wales.’ In John Sayer and Johan Vanderhoven (eds.) School Choice, Equity and Social Exclusion, Leuven, Garant.
• Geoffrey Walford (2000) ‘Introduction.’ In Geoffrey Walford and Caroline Hudson (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI/Elsevier.
• Geoffrey Walford (2000) ‘First days in the field: gender and sexuality in an evangelical Christian school.’ In Geoffrey Walford and Caroline Hudson (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI/Elsevier.
• W S F Pickering and Geoffrey Walford (2000) ‘Introduction.’ In W. S.F. Pickering and Geoffrey Walford (eds.)Durkheim’s Suicide: a century of research and debate, London & New York, Routledge, pp. 1-10.
• Geoffrey Walford (2000) ‘What’s new about academic capitalism’ Learning & Managing, 6, 2, pp. 174-181.
• Geoffrey Walford (2000) ‘Government policy on private schooling in England’ Education and Society, 18, 1, pp. 25-43.
• Geoffrey Walford (2000) ‘From City Technology Colleges to sponsored grant-maintained schools’ Oxford Review of Education, 26, 2, pp. 145-158.
• Geoffrey Walford (2000) ‘A policy adventure: sponsored grant-maintained schools’ Educational Studies, 26, 2, pp. 247-262.
• Geoffrey Walford (1999) ‘L’enseignement privé en Angleterre: tendances récentes et problèmes soulevés’Carrefours de l’éducation, 8, pp. 126-139.
• Geoffrey Walford (1999) ‘Selling your way in: gaining access to research sites.’ In Alexander Massey and Geoffrey Walford (eds.) Explorations in Methodology, (Studies in Educational Ethnography, Volume 2)  Stamford, CT, JAI Press,  pp. 1-15.
• Geoffrey Walford (1999) ‘Educating religious minorities within the English state-maintained sector’International Journal of Educational Management, 13, 2, pp. 98-106.
• Geoffrey Walford (1998) ‘Durkheim, democracy and diversity: some thoughts on recent changes in England.’ In Geoffrey Walford and W. S. F. Pickering (eds.)  Durkheim and Modern Education, London & New York, Routledge, pp. 125-141.
• W. S. F. Pickering and Geoffrey Walford (1988) ‘Introduction: Durkheim and education.’ In Geoffrey Walford and W. S. F. Pickering (eds.) Durkheim and Modern Education, London & New York, Routledge, pp. 1-16.
• Alexander Massey and Geoffrey Walford (1998) ‘Children learning: Ethnographers learning.’ In Geoffrey Walford and Alexander Massey  (eds.) Children Learning in Context, (Studies in Educational Ethnography, Volume 1), Stamford, CT & London, JAI Press, pp. 1-18.
• Geoffrey Walford (1998) ‘Essay review: Is there a ‘new variant’ diploma disease?’ Oxford Review of Education, 24, 3,  pp. 405-409.
• David Rigoni and Geoffrey Walford (1998) ‘Questioning the quick-fix: Assertive Discipline and the 1997 Education White Paper’ Journal of Education Policy, 13, 3, pp. 443-452.
• Geoffrey Walford (1998) ‘Compulsive writing behaviour: getting it published.’ In Geoffrey Walford (ed.) Doing Research About Education, London & Washington D.C., Falmer, pp. 184-198.
• Geoffrey Walford (1998) ‘Research accounts count.’ In Geoffrey Walford (ed.) Doing Research About Education, London & Washington, D.C., Falmer, pp. 1-10.
• Geoffrey Walford (1998) ‘Reading and writing the small print: The fate of sponsored grant-maintained schools.’  Educational Studies, 24, 2, pp. 241-257.
• Geoffrey Walford (1997) ‘School choice and the common good: a reply to Brighouse’ Oxford Review of Education, 23, 4, pp. 517-521.
• Geoffrey Walford (1997)  ‘The 14-19 curriculum in private schools.’ In Sally Tomlinson (ed.) Education 14-19: Critical Perspectives, London & Atlantic Highlands, NJ, Athlone, pp. 101-112.
• Geoffrey Walford (1997) ‘Diversity, choice and selection in England and Wales’ Educational Administration Quarterly 33, 2, pp. 158-169.
• Geoffrey Walford (1997) ‘Sponsored grant-maintained schools: extending the franchise?’ Oxford Review of Education, 23, 1, pp. 31-44.
• Geoffrey Walford (1997) ‘Education and private schools.’ In Anthony Giddens (ed.) Sociology: Introductory readings, Cambridge, Polity, pp. 329-336.
• Steven Carroll and Geoffrey Walford (1997) ‘The child’s voice in school choice’ Educational Management and Administration, 25, 2, pp. 169-180.
• Geoffrey Walford (1997) ‘Privatization and selection.’ In Richard Pring and Geoffrey Walford (eds.) Affirming the Comprehensive Ideal, London, Falmer.
• Steven Carroll and Geoffrey Walford (1997) ‘Parents’ responses  to the school quasi-market’ Research Papers in Education, 12, 1, pp. 3-26.
• Geoffrey Walford (1997) ‘Power and responsibility in pressure group activity.’ In Keith Watson, Sohan Modgil and Celia Modgil (eds.)  Educational Dilemmas: Debate and diversity, London, Cassell,  pp. 247-253 and 264-265.
• Steven Carroll and Geoffrey Walford (1996) ‘A panic about school choice’ Educational Studies, 22, 3, pp. 393-407.
• Geoffrey Walford (1996)  ‘School choice and equity in England and Wales’  Oxford Studies in Comparative Education, 6, 1, pp. 49-62.
• Geoffrey Walford (1996) ‘Diversity and choice in school education: an alternative view’ Oxford Review of Education,  22, 2, pp. 143-154.
• Geoffrey Walford (1996)  ‘Faith-based grant-maintained schools: Selective international policy borrowing from The Netherlands’ in John Ahier, Ben Cosin and Margaret Hales (eds.) Diversity and Change: Education, policy and selection, London, Routledge, pp. 63-78.
• Geoffrey Walford (1995)  ‘The Northbourne amendments: Is the House of Lords a garbage can?’ Journal of Education Policy, 10 (5) pp. 413-425.
• Geoffrey Walford (1995) ‘Faith-based schools, diversity and inequity.’ In Gwen Wallace (ed.)  Schools, Markets and Management, Bournmouth, Hyde Publications, pp. 13-20.
• Geoffrey Walford (1995) ‘The Christian Schools Campaign – a successful educational pressure group?’ British Educational Research Journal, 21 (4) pp. 451-464.
• Geoffrey Walford (1995)  ‘Faith-based grant-maintained schools: Selective international policy borrowing from The Netherlands.’ Journal of Education Policy, 10 (2) pp. 245-257.
• Geoffrey Walford (1995) ‘Classification and framing in English public boarding schools.’  In Paul Atkinson, Brian Davies and Sara Delamont (eds.) Discourse and Reproduction. Essays in honor of Basil Bernstein, New Jersey, USA, Hampton Press, pp. 191-207.
• Geoffrey Walford (1994)  ‘A return to selection?’ Westminster Studies in Education, 17, pp. 19-30.
• Geoffrey Walford (1994) ‘Political commitment in the study of the City Technology College, Kingshurst.’  In David Halpin and Barry Troyna (eds.) Researching Education Policy: Ethical and Methodological Issues, London, Falmer, pp. 94-106.
• Geoffrey Walford (1994)  ‘The dilemma of choice in education.’ In Ian Lawrence (ed.) Education Tomorrow, London, Cassell, pp. 130-144.
• Geoffrey Walford (1994)  ‘Reflections on researching the powerful.’ In Geoffrey Walford (ed.) Researching the Powerful in Education, London, UCL Press, pp. 222-231.
• Geoffrey Walford (1994)  ‘Ethics and power in a study of pressure group politics.’ In Geoffrey Walford (ed.)Researching the Powerful in Education, London, UCL Press, pp. 81-93.
• Geoffrey Walford (1994) ‘A new focus on the powerful.’ In Geoffrey Walford (ed.) Researching the Powerful in Education, London, UCL Press, pp. 2-11.
• Geoffrey Walford (1994) ‘Educational choice, control and inequity.’ In David Scott (ed.) Accountability and Control in Educational Settings, London, Cassell, pp. 73-86.
• Colin Poyntz and Geoffrey Walford (1994) ‘The new Christian schools: A survey.’  Educational Studies, 20, 1, pp. 127-143.
• Geoffrey Walford (1994) ‘The new religious grant-maintained schools.’ Educational Management and Administration, 22, 2, pp. 123-130.
• Geoffrey Walford (1994)   ‘Weak choice, strong choice and the new Christian schools.’ In J. Mark Halstead (ed.)  Parental Choice and Education: Principles, policies and practice,  London, Kogan Page, pp. 139-150.
• Geoffrey Walford (1993)  ‘Self-managing schools, choice and equity.’ In John Smyth (ed.) A Socially Critical View of the Self-Managing School, Basingstoke, Falmer, pp. 229-244.
• Geoffrey Walford (1993)  ‘Selection for secondary schooling.’  In Briefings for the Paul Hamlyn Foundation National Commission on Education,  London, Heinemann, pp. 89-102.
• Geoffrey Walford (1993) ‘The real lessons in school reform from Britain.’ Educational Policy, 7, 2, pp. 212-222.
• Geoffrey Walford (1993) ‘Girls’ private schooling: past and present.’ In Geoffrey Walford (ed.) The Private Schooling of Girls: Past and present, London, Woburn Press, pp. 9-32.
• Geoffrey Walford (1992)  Selection for Secondary Schooling National Commission on Education Briefing Paper No. 7,  October.
• Geoffrey Walford (1992) ‘Educational reform in the 1980s: National case studies. Great Britain.’ In Peter W. Cookson, Jr., Alan R. Sadovnik and Susan F. Semel (eds.) International Handbook of Educational Reform, Westport, CT, USA, Greenwood Press, pp. 209-227.
• Geoffrey Walford (1992) ‘Educational choice and equity in Great Britain.’ Educational Policy (USA), 6, (2) pp. 123-138.
• Geoffrey Walford (1992) ‘The reform of higher education.’ In Madeline Arnot and Len Barton (eds.)  Voicing Concerns: Sociological Perspectives on contemporary educational reforms, Wallingford, Triangle Books, pp. 186-200.
• Sharon Gewirtz, Henry Miller and Geoffrey Walford (1991) ‘Parents’ individualist and collectivist strategies at the City Technology College, Kingshurst.’ International Studies in Sociology of Education, 1, pp. 173-191.
• Geoffrey Walford (1991)  ‘The changing relationship between government and higher education in Britain.’  In Guy Neave and Frans van Vught (ed.) Prometheus Bound. The changing relationship between government and higher education in Western Europe, Oxford, Pergamon, pp. 165-183.
• Geoffrey Walford (1991) ‘Researching the City Technology College, Kingshurst.’  In Geoffrey Walford (ed.)Doing Educational Research, London, Routledge, pp. 82-100.
• Geoffrey Walford (1991)  ‘Reflexive accounts of doing educational research.’ In Geoffrey Walford (ed.)  Doing Educational Research, London, Routledge, pp. 1-17.
• Geoffrey Walford (1991)  ‘Choice of school at the first City Technology College.’ Educational Studies, 17, 1, pp. 65-75.
• Geoffrey Walford (1991)  ‘City Technology Colleges: A private magnetism?’ In Geoffrey Walford (ed.)  Private Schooling: Tradition, change and diversity, London, Paul Chapman, pp. 158-76.
• Geoffrey Walford (1991) ‘The reluctant private sector: of small schools, people and politics.’ In Geoffrey Walford (ed.) Private Schooling: tradition, change and diversity, London Paul Chapman, pp. 115-32.
• Geoffrey Walford (1990)  ‘Developing choice in British education.’  Compare. A Journal of Comparative Education, 20, 1, pp 22-56.
• Geoffrey Walford (1990) ‘The 1988 Education Reform Act for England and Wales: Paths to privatization.’ Educational Policy, 4, 2, pp. 127-44.
• Mark H. Robson and Geoffrey Walford (1989) ‘Independent schools and tax policy under Mrs Thatcher.’ Journal of Education Policy, 4, 2, pp. 149-62.
• Geoffrey Walford (1989) ‘Scotland: Changes in government policy towards private schools.’ In Geoffrey Walford (ed.)  Private Schools in Ten Countries: Policy and practice, London, Routledge, pp. 32-56.
• Geoffrey Walford (1989)  ‘Private schools policy and practice in comparative perspective.’ In Geoffrey Walford (ed.) Private Schools in Ten Countries: Policy and practice, London, Routledge, pp. 1-7.
• Geoffrey Walford (1989)  ‘Bullying in public schools: Myth and reality.’ In Delwyn P. Tattum and David Lane (eds.) Bullying in Schools, London, Trentham Books, pp. 81-88.
• Geoffrey Walford (1988)  ‘Young people’s views about the Youth Training Scheme in Scotland.’ British Journal of Sociology of Education, 9, 4, pp. 437-51.
• Geoffrey Walford (1988)  ‘Shouts of joy and cries of pain: investigating young people’s comments on leaving school and entering the labour market.’ In David Raffe (ed.)  Education and the Youth Labour Market: Schooling and scheming, Lewes, Falmer, pp. 243-65.
• Geoffrey Walford, June Purvis and Andrew Pollard (1988)  ‘Ethnography, policy and the emergence of the new vocationalism.’  In Andrew Pollard, June Purvis and Geoffrey Walford (eds.) Education, Training and the New Vocationalism: Experience and policy, Milton Keynes, Open University Press, pp. 3-14.
• Geoffrey Walford (1988) ‘Training the elite – for education, training and jobs.’ Collected Original Resources in Education, 12, 1, pp. 1-19.
• Geoffrey Walford (1988)  ‘The privatisation of British higher education.’ European Journal of Education, 23, 1/2, pp. 47-64.
• Geoffrey Walford (1988)  ‘The Scottish Assisted Places Scheme. A comparative study of the origins, nature and practice of the APS in Scotland, England & Wales.’ Journal of Education Policy, 3, 2, pp. 137-53.
• Mark H. Robson and Geoffrey Walford (1988)  ‘U.K. tax policy and independent schools.’ British Tax Review, 2, pp. 38-54.
• Geoffrey Walford (1987)  ‘How important is the independent sector in Scotland’ Scottish Educational Review, 19, 2, pp. 108-21.
• Geoffrey Walford (1987)  ‘How dependent is the independent sector?’ Oxford Review of Education, 13, 3, pp. 275-96.
• Geoffrey Walford (1987)  ‘Research role conflicts and compromises in public schools.’  In Geoffrey Walford (ed.) Doing Sociology of Education, Lewes, Falmer, pp. 45-65.
• Geoffrey Walford (1987)  ‘The research process.’ In Geoffrey Walford (ed.) Doing Sociology of Education, Lewes, Falmer, pp. 1-15.
• Geoffrey Walford and Sïan Jones (1986) ‘The Solihull adventure. An attempt to reintroduce selective education.’  Journal of Education Policy, 1, 3, pp. 239-53.
• Geoffrey Walford (1986)  ‘Ruling-class classification and framing.’  British Educational Research Journal, 12, 2, pp. 183-95.
• Henry Miller and Geoffrey Walford (1986) ‘A case study of financial constraints in British universities.’ IHELG Monograph, Number 86/5, Institute for Higher Education Law and Governance, University of Houston, Texas, USA.
• Geoffrey Walford (1985)  ‘The influence of external pressure groups on the school curriculum: Two examples.’  Collected Original Resources in Education, 9, 2, pp. 1-45.
• Geoffrey Walford (1985)  ‘The construction of a curriculum area.’ British Journal of Sociology of Education, 6, 2, pp. 155-71.
• Henry Miller and Geoffrey Walford (1985)  ‘University cut and thrust.’  In Geoffrey Walford (ed.) Schooling in Turmoil, Beckenham, Croom Helm, pp. 244-68.
• Richard Thompson and Geoffrey Walford (1985)  ‘Teachers learning about industry: The two curricula and cultural disadvantage.’  In Geoffrey Walford (ed.) Schooling in Turmoil, Beckenham, Croom Helm, pp. 59-83.
• Geoffrey Walford (1984)  ‘The changing professionalism of public school teachers.’ In Geoffrey Walford (ed.) British Public Schools: Policy and practice, Lewes, Falmer, pp. 111-35.
• Geoffrey Walford (1984)   ‘The numbering of postgraduate research.’  Higher Education Review, 16, 2, pp. 61-65.
• Geoffrey Walford (1983)  ‘Science education and sexism in the Soviet Union.’  School Science Review, 85, 2, pp. 213-24.
• Geoffrey Walford (1983)  ‘Postgraduate education and the student’s contribution to research.’ British Journal of Sociology of Education, 4, 3, pp. 241-54.
• Geoffrey Walford (1983) ‘Research state and research style: A sociological analysis of postgraduate education.’  Collected Original Resources in Education, 7, 1, pp. 1-108.
• Geoffrey Walford (1983)  ‘Science textbook images and the reproduction of sexual divisions in society.’ Research in Science and Technological Education, 1, 1, pp. 65-72.
• Geoffrey Walford (1983)  ‘Parental attitudes and girls in physical science.’ School Science Review, 64, pp. 566-67.
• Geoffrey Walford (1983)  ‘Girls in boys’ public schools: A prelude to further research.’ British Journal of Sociology of Education, 4, 1, pp. 39-54.
• Leo Raby and Geoffrey Walford (1981) ‘Job status aspirations and their determinants for middle and lower stream pupils in an urban, multi-racial comprehensive school.’ British Educational Research Journal, 7, 2, pp. 173-81.
• Geoffrey Walford (1981)  ‘Classification and framing in higher education.’ Studies in Higher Education, 6, 2, pp. 147-58.
• Leo Raby and Geoffrey Walford (1981) ‘Career related attitudes and their determinants for middle- and low-stream pupils in an urban, multi-racial comprehensive school.’ Research in Education, 25, pp. 19-35.
• Geoffrey Walford (1980) ‘Why physics students start doctorates.’ Studies in Higher Education, 5, 1, pp. 77-80.

Books

• Geoffrey Walford (2006) Markets and Equity in Education London, Continuum, ISBN: 0 8264 8735 1.
• Geoffrey Walford (2005) Private Education: tradition and continuity
  London, Continuum, ISBN: 0 8264 8599 5.
• Geoffrey Walford (2001) Doing Qualitative Educational Research: a personal guide to the research process, London, Continuum. ISBN: 0-8264-4701-5,  0-8264-4702-3.
• Geoffrey Walford (2000) Policy, Politics and Education – sponsored grant-maintained schools and religious diversity, Aldershot, Ashgate. ISBN: 0-7456-1031-4.
• Geoffrey Walford (1996) Public School, Japanese edition of Life in Public Schools, translated by Yo Takeuchi. Japan, Sekai Shisosha Kyogakusha. ISBN: 4-7907-0626-5.
• Geoffrey Walford (1995) Educational Politics: Pressure groups and faith-based schools, Aldershot, Avebury, ISBN: 1-85628-907-9.
• Geoffrey Walford (1994) Choice and Equity in Education, London, Cassell, ISBN: 0-304-32775-1,  0-304-32774-3.
• Geoffrey Walford (1993) Contemporary British Education and Privatization, Japanese edition of Privatization and Privilege in Education with new forward and postscript, translated by Norio Iwahashi, Kyoto, Japan, Houritu-Bunka-sha, ISBN: 4589-01705-9.
• Geoffrey Walford and Henry Miller (1991) City Technology College, Milton Keynes, Open University Press, ISBN: 0335 09275 6.
• Geoffrey Walford (1990) Privatization and Privilege in Education, London & New York, Routledge, ISBN: 0415 04247 X,  0415 04248 8.
• Geoffrey Walford (1987) Restructuring Universities: Politics and power in the management of change, Beckenham, Croom Helm, ISBN: 07099 3694 X.
• Geoffrey Walford (1986) Life in Public Schools, London, Methuen, ISBN: 0416 37170 1,  0416 37180 9.
• Richard Thompson and Geoffrey Walford (1983) Teachers into Industry, Birmingham, AEEM, ISBN: 0903 703 14 9.

Edited books

• Prachi Srivastava and Geoffrey Walford (2018) Non-State Actors in Education in the Global South. London, Routledge. ISBN: 978-1-138-57067-2 (hb), 143 pp.
• Geoffrey Walford (2016)(ed.) Academies, Free Schools and social Justice (Didcot, Routledge) ISBN 13: 978-1-138-96007-7, 118 pp.
• Geoffrey Walford (2016)(ed.) Privatization, Education and Social Justice (Didcot, Routledge) ISBN 13: 978-1-138-59439-7, 150 pp.
• Ian Macpherson, Susan Robertson and Geoffrey Walford (eds.)(2014) Education, Privatisation, and Social Justice: Case studies from Africa, South Asia, and South East Asia (Abingdon, Symposium)
• Geoffrey Walford, Eric Tucker and Madhu Viswanathan (2010) (eds.) The Sage Handbook of Measurement (London, Sage) ISBN: 978-1-4129-4814-2.
• Geoffrey Walford (2010) (ed.) Blair’s Educational Legacy? (London, Routledge) ISBN: 0-415-48305-0.
• Geoffrey Walford (2008) (ed.) How to do Educational Ethnography, London, Tufnell Press, ISBN: 978-1-872767-92-5 (pb).
• Martin Forsey, Scott Davies and Geoffrey Walford (2008(eds.) The Globalisation of School VChoice? Abingdon, Symposium Books, ISBN: 978-1-873927-12-0 (pb).
• Prachi Srivastava and Geoffrey Walford (2007) (eds.) Private Schooling in Less-Economically Developed Countries: Asian and African Perspectives Abingdon, Symposium Books. ISBN: 978-1-873927-85-4 (pb).
• Geoffrey Walford (2007) (ed.) Methodological Developments in Ethnography (Studies in Educational Ethnography, Volume 12) Amsterdam, New York, Oxford, Elsevier.  ISBN: 0-7623-1437-0 (hb).
• David Phillips and Geoffrey Walford (2006) (eds.) Tracing Education Policy: Selections for the Oxford Review of Education Abingdon, Routledge. ISBN: 0-413-39861-4 (hb).
• Geoffrey Walford (2006) (ed.) Education and the Labour Government: an evaluation of two termsAbingdon, Routledge. ISBN: 0 415 36870 7 (hb).
• Geoff Troman, Bob Jeffrey and Geoffrey Walford (2005) (eds.) Methodological issues and practices in Ethnography. (Studies in Educational Ethnography, Volume 11) Amsterdam, New York, Oxford, Elsevier.  ISBN: 0-7623-1252-1 (hb).
• Geoff Troman, Bob Jeffrey and Geoffrey Walford (2004) (eds.) Identity, Agency, and Social Institutions in Educational Ethnography. (Studies in Educational Ethnography, Volume 10) Amsterdam, New York, Oxford, Elsevier. ISBN: 0-7623-1144-4 (hb).
• Bob Jeffrey and Geoffrey Walford (2004) (eds.)Ethnographies of Educational and Cultural Conflicts: Strategies and resolutions. (Studies in Educational Ethnography, Volume 9) Amsterdam, New York, Oxford, Elsevier. ISBN: 07623-11126 (hb).
• Holger Daun and Geoffrey Walford (2004) (eds.) Educational Strategies among Muslims in the Context of Globalization. Leiden, Brill. ISBN: 90-04-13675-4 (hb).
• Geoffrey Walford and W. S. F. Pickering (2003) (ed.) Durkheim and Modern Education, Japanese Edition. Tokyo, Tokyo Metropolitan University Press. ISBN: 4-88683-496-5 (hb).
• Geoffrey Walford (2003) (ed.) British Private Schools: research on policy and practice, London, Woburn Press. ISBN: 0-7130-0228-X,  0-7130-4048-3.
• Geoffrey Walford (2003) (ed.) Investigating Educational Policy through Ethnography, (Studies in Educational Ethnography, Volume  Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-1018-9 (hb).
• Geoffrey Walford (2002) (ed.) Doing a Doctorate in Educational Ethnography, (Studies in Educational Ethnography, Volume 7) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0906-7 (hb).
• Geoffrey Walford (2002) (ed.) Debates and Developments in Ethnographic Methodology, (Studies in Educational Ethnography, Volume 6) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0893-1.
• Phil Carspecken and Geoffrey Walford (2001) (eds.) Critical Educational Ethnography,
  (Studies in Educational Ethnography, Volume 5) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0797-8.
• Geoffrey Walford (2001) (ed.) Ethnography and Education Policy, (Studies in Educational Ethnography, Volume 4) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0768-4.
• Geoffrey Walford and Caroline Hudson (2000) (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0738-2.
• W. S. F. Pickering and Geoffrey Walford (2000) (eds.) Durkheim’s Suicide: a century of research and debate, London & New York, Routledge. ISBN: 0-415-20582-4.
• Alexander Massey and Geoffrey Walford (1999) (eds.) Explorations in Methodology, (Studies in Educational Ethnography, Volume 2) Stamford, CT, JAI Press. ISBN: 0-7623-0563-0.
• Geoffrey Walford and Alexander Massey (1998) (eds.) Children Learning in Context, (Studies in Educational Ethnography, Volume 1). London & Greenwich, CT, JAI Press. ISBN: 0-76230-436-7.
• Geoffrey Walford and W. S. F. Pickering (1998) (eds.) Durkheim and Modern Education, London & New York, Routledge. ISBN: 0-415-18168-2.
• Geoffrey Walford (1998) (ed.) Doing Research about Education, London & Washington D.C., Falmer. ISBN: 0-7507-0782-8,  0-7507-0783-6.
• Geoffrey Walford (1997) (ed.) Choice, Diversity and Equity in Secondary Schooling, Special Issue of Oxford Review of Education. ISSN:  0305-4985 .
• Richard Pring and Geoffrey Walford (1997) (eds.) Affirming the Comprehensive Ideal, London & Washington D.C., Falmer. ISBN: 0-7507-0619-8,  0-7507-0620-1.
• Geoffrey Walford (1996) (ed.) School Choice and the Quasi-Market, Special Issue of Oxford Studies in Comparative Education, Wallingford, Triangle Books. ISBN: 1-873927-23-1.
• Geoffrey Walford (1995) (ed.) La Otra Cara de la Investigación Educativa, Spanish edition of Doing Educational Research, translated by Javier Orduna Cosmen. Madrid, La Muralla. ISBN: 84-7133-646-4.
• Geoffrey Walford (1994) (ed.) Researching the Powerful in Education, London, UCL Press, ISBN: 1-85728-133-0, 1-85728-134-9.
• Geoffrey Walford (1993) (ed.) The Private Schooling of Girls: Past and present, London, Woburn Press, ISBN: 0-7130-0186-0.
• Geoffrey Walford (1992) (ed.) Privatne Skole. Iskustva u deset zemalja, Croatian edition of Private Schools in Ten Countries, translated by Mirna Varlandy Supek, Zagreb, Croatia, EDUCA Publishing House, ISBN: 86-7841-002-7.
• Geoffrey Walford (1991) (ed.) Doing Educational Research, London, Routledge, ISBN: 0415 05289 0,  0415 05290 4.
• Geoffrey Walford (1991) (ed.) Private Schooling: Tradition, change and diversity, London, Paul Chapman, ISBN: 185396 116 7.
• Geoffrey Walford (1989) (ed.) Private Schools in Ten Countries: Policy and practice, London & New York, Routledge, ISBN: 0415 03464 7.
• Andrew Pollard, June Purvis and Geoffrey Walford (1988) (eds.) Education, Training and the New Vocationalism: experience and policy, Milton Keynes & Philadelphia, Open University Press, ISBN: 0335 15845 5,  0335 15844 7.
• Geoffrey Walford (1987) (ed.) Doing Sociology of Education, Lewes & Philadelphia, Falmer, ISBN: 085000 145 6,  085000 146 4.
• Geoffrey Walford (1985) (ed.) Schooling in Turmoil, Beckenham, Croom Helm, ISBN: 07099 3618 4.
• Geoffrey Walford (1984) (ed.) British Public Schools: Policy and practice,
  Lewes & Philadelphia, Falmer, ISBN: 0905 273 84 2,  0905 273 83 4.

Anne’s main areas of research in Mathematics Education are exemplification and task design in mathematics teaching and learning, from a variation theory perspective; the role of mathematics education in social justice issues; the use of fine-grained approaches to analysis of mathematics interaction within socio-cultural perspectives and the school mathematics curriculum.

Detailed information, papers, presentations and activities can be found on her website at pmtheta.com and on researchgate.net.

Anne convened and co-edited an Study on Task Design for the International Committee on Mathematics Education and has co-authored a book about learning key ideas in secondary mathematics – Key Ideas in Teaching Mathematics for Oxford University Press.

Her most recent publication is the book: Care in Mathematics Education published by Palgrave-Macmillan.

She is a member of the Association of Teachers of Mathematics (ATM), the British Society for Research into the Learning of Mathematics, the International Group for the Psychology of Mathematics Education and the Higher Education Academy and the Canadian Mathematics Education Study Group. She is a Fellow of the International Society for Design and Development in Education.  In retirement she runs, with her husband John Mason, free workshops for teachers and others on key conceptual themes that run throughout mathematics (see pmtheta@home on pmtheta.com).

Anne is a member of the Quaker Values in Education Group of the Society of Friends, see: Rowe, D. and Watson, A. (eds.) (2018)  Faith and Experience in Education: essays on Quaker perspectives. London: Trentham Press.

Activities in curriculum

• Two syntheses of research about how children learn mathematics for the Nuffield Foundation: Key Understandings in Learning Mathematics (with Nunes and Bryant) and Key Ideas in Teaching Mathematics (with Jones and Pratt).
• Member of the expert drafting panel for the primary and secondary mathematics National Curriculum for the Department for Education.
• Curriculum Advisor to the Welsh Assembly.

Publications

Selected recent papers

• Biza, I., Hewitt, A., Watson, A., Mason, J. (2019) Generalization Strategies in Finding the nth Term Rule for Simple Quadratic Sequences. International Journal of Science and Mathematics Education, (), 1-22 DOI 10.1007/s10763-019-10009-0
• Venkat, H., Askew, M., Watson, A. & Mason, J. (2019) Architecture of Mathematical Structure. FLM 39(1), 19-23.
• Biza, I., Hewitt, A., Watson, A., Mason, J. (2019) Generalization Strategies in Finding the nth Term Rule for Simple Quadratic Sequences. International Journal of Science and Mathematics Education, (), 1-22 DOI 10.1007/s10763-019-10009-0
• Watson, A. & Mason, J. (2018) A tale of two digital games: How discussion can augment personal narratives. In R. Zazkis & P. Herbst (eds) Scripting approaches in mathematics education: Mathematical dialogues in research and practice.  73-88. Springer Publishers.
• Al-Murani, T., Kilhamn, C., Morgan, D., & Watson, A. (2018). Opportunities for learning: the use of variation to analyse examples of a paradigm shift in teaching primary mathematics in England. Research in Mathematics Education, 1-19.
• Watson, A., Ayalon, M., & Lerman, S. (2018). Comparison of students’ understanding of functions in classes following English and Israeli national curricula. Educational Studies in Mathematics, 97(3), 255-272.
• Ayalon, M., Watson, A. & Lerman, S. (2016) Students’ conceptualisations of function revealed through definitions and examples. Research in Mathematics Education. 19(1), 1-19
• Watson, A. (2016) Pedagogy of variations: synthesis of various notions of variation pedagogy in Huang, R. & Li, Y. (eds.) Teaching and learning mathematics through variation. p85-105. Rotterdam: Sense Publishers
• Ayalon, M., Watson, A. & Lerman, S. (2016) Reasoning about variables in 11 to 18 year olds: informal, schooled and formal expression in learning about functions. Mathematics Education Research Journal. 28(3), 379-404.
• Ayalon, M., Watson, A., & Lerman, S. (2015). Progression Towards Functions: Students’ Performance on Three Tasks About Variables from Grades 7 to 12. International Journal of Science and Mathematics Education, 90(3), 321-339
• Ayalon, M., Watson, A. and Lerman, S. (2015) Functions represented as linear sequential data: relationships between presentation and student responses Educational Studies in Mathematics.Online DOI 10.1007/s10649-015-9628-9
• Watson, A. and Ohtani, M. (2015) Themes and issues in mathematics education concerning task design: Editorial introduction. In Watson, A. and Ohtani, M. (eds.) Task Design in Mathematics Education: An ICMI study.  (pp. 3-18 ) Heidelberg: Springer
• Watson, A. and Thompson, D. (2015) Design issues related to text-based tasks. In Watson, A. and Ohtani, M. (eds.) Task Design in Mathematics Education: An ICMI study.  (pp.143-190) Heidelberg: Springer.
• Watson, A., De Geest, E. (2014) Department-initiated change. Educational Studies in Mathematics, 87(3), 351-368.

Selected Books

• Watson, A. (2021) Care in Mathematics Education: Alternative educational spaces and practices. Palgrave Macmillan.
• Watson, A. (ed.) (2018) Variation in mathematics: A collection of writings from ATM Mathematics Teaching. Association of Teachers of Mathematics, Derby, UK.
• Watson, A. and Ohtani, M. (2015) (Eds.) Task Design in Mathematics Education: An ICMI study.  Heidelberg: Springer.
• Watson, A.,  Jones, K. and Pratt, D. (2013)  Key Ideas in Teaching Mathematics: Research-based guidance for ages 9-19 (Oxford University Press + Nuffield website)
• Watson and P. Winbourne (eds.) (2007) New Directions for Situated Cognition in Learning Mathematics, pub. Springer
• Watson, A. (2006) Raising Achievement in Secondary Mathematics Maidenhead, Open University Press
• Watson, A. and Mason, J. (2005) Mathematics as a constructive activity: learners generating examples. Lawrence Erlbaum Publishers.

David Phillips is Emeritus Professor of Comparative Education, and Emeritus Fellow of St Edmund Hall.

A linguist by origin, David Phillips now works exclusively on various aspects of comparative and international education, with a particular focus on policy issues in historical context. He is the author of many publications, especially on education in Germany (more particularly in the post-war and post-unification periods) and on policy ‘borrowing’ in education. He has edited  Comparative Education, Research in Comparative and International Education, and the Oxford Review of Education and  and serves on the editorial boards of various other journals; he also edits the book series Oxford Studies in Comparative Education. He is co-chair of the Anglo-German Educational Research Group (www.aerg.org)

He has been Chair of the British Association for Comparative and International Education (BAICE). In 1990-91 he served on a commission of the German Wissenschaftsrat which reported to the German government on the future of teacher education in the territory of the former German Democratic Republic, and he has (2003-4) been a member of a commission appointed by the Minister for Science, Culture and the Arts in Baden-Württemberg with the task of evaluating educational studies in higher education in that state of the Federal Republic of Germany. He has evaluated projects for the Deutsche Forschungsgemeinschaft and for other research bodies. He is a Fellow of the Social Sciences Academy and a Fellow of the Royal Historical Society.

Professor Phillips’s main teaching involved theoretical and methodological issues in comparative education, educational policy in Western Europe (particularly EU countries) and in Eastern Europe, in Japan, and in the United States. Many of his doctoral students focused on education in Germany and Japan, and on a range of topics involving education and training policy in the European Union as well as on aspects of educational policy borrowing in a variety of contexts.

Professor of Sociology of Education in the Department of Education from 2010-2015, and before that Director of the Centre for Educational Sociology (CES), University of Edinburgh, Jenny also worked at Strathcyde, Keele, UWE Bristol, and the Open University.

She is an Honorary Professorial Visiting Fellow in the School of Social and Political Sciences, the University of Edinburgh, and has an attachment to the University of Umea, Sweden. She is a Fellow of the British Academy and has been a visiting scholar at Helsinki University, Finland. She holds an honorary doctorate from Turku University, Finland and is a member of the ESF College of Expert Reviewers. She teaches on the EU funded summer school in European Education Studies (SUSEES). The MOOC may be accessed here http://www.susees.eu/mooc-2017-lecture-2-governing-education-europe-changing-role-knowledge/

Research

Jenny is currently investigating the relationship between knowledge and policy in recovery planning for education across the UK after Covid. Jenny’s recent funded research was a Leverhulme Emeritus Fellowship, on Governing Education: knowledge and policy in England and Scotland since 1986. The study investigates the changing relationship between knowledge and policy in governing education in the period 1986-2015 in England and Scotland.

Jenny also continues to research and publish on education policy with a focus on governance and governing, through investigation of the resources that are being mobilized by new governing forms and through new policy technologies. She works in collaboration with colleagues in the UK and Europe, located in a variety of disciplines-including political science and social policy.

Ian is former President of BERA, 2013-2015. At OUDE he was Director of Professional Programmes and led the development of the Oxford Education Deanery.Before moving to Oxford, Ian was Professor of Teacher Education at the University of Glasgow. Prior to that he held posts at the University of the West of Scotland (Dean of Education and Media), London Metropolitan University (Head of School of Education), University of the West of England and the University of Gloucestershire.

Ian was President of the Scottish Educational Research Association from 2005–07 and chaired the Research and Development Committee of the Universities’ Council for the Education of Teachers from 2008-11. He is a Fellow of the Academy of Social Sciences and a Fellow of the Royal Society of Arts and is a Visiting Professor at Bath Spa University and Ulster University and an Honorary Professor at the University of Exeter. Since 2018 he has been a Senior Research Associate at Kazan Federal University, Russia.

Herb completed a BA (Hons) Psychology at Indiana University in 1968. After that, he achieved an MA at Indiana before moving to UCLA to complete a DPhil in Psychology in 1974.

Shortly after, he was appointed Head of Evaluation Research Services at University of Southern California for 5 years, before moving to Sydney, Australia in 1980 to take a position as Lecturer, and then Senior Lecturer, at Sydney University.

At the same time, he was a Reader in Education. He held these posts until 1990, when he joined the University of Western Sydney. Over the next 15 years at that institution, he served a number of roles, including Research Professor of Education, Professor of Psychology, Dean of Graduate Research Studies, Pro-Vice Chancellor of Research, and Director of Self-concept Enhancement and Learning Facilitation (SELF) Research Centre. Indeed, in 1997 he founded the SELF Research Centre, which now has over 450 members, including many of the top self-concept researchers in the world, and satellite centres at leading Universities in Australia, Europe, North America, and Asia (see http://self.uws.edu.au/). He served as Director of SELF until he departed at the start of 2006 to become a Professor at the University of Oxford.

Herb has supervised scores of Honours-level and Doctoral candidates. Some of his recent PhD supervisions have been in the areas of self-concept theory and intervention, motivation, scale development, bullying, mental toughness in elite athletes, the peer review process, and eating disorders, among others. They generally employ complex quantitative research techniques

Research

Herb Marsh is widely published with 350 articles in more than 70 different journals, 60 chapters, 14 monographs, and 350 conference papers; and co-edits the International Advances in Self Research monograph series. In the most important journals in his disciplines over the last quarter century he is the most frequently published author in American Educational Research Journal (29 articles) and the Journal of Sport & Exercise Psych (21 articles), and second most frequently published author in Journal of Educational Psychology (61 articles). He has a total of 276 journal articles listed in ISI that have been cited a total of more than 11,00 times – including 55 articles with at least 55 citations (ISI H index = 55) and one article with more than 1,100 citations.

He has been recognized as the most productive educational psychologist in the world, as one of the top 10 international researchers in Higher Education and in Social Psychology, and the 11th most productive researcher in the world across all disciplines of psychology. He is a highly cited researcher on ISI’s list of the “world’s most cited and influential scientific authors over a sustained period according to a common standard that covers all countries and all scientific disciplines” (http://isihighlycited.com/), one of only a few UK social science researchers to achieve this recognition and one of the few anywhere to achieve this distinction in two different categories (general social sciences and psychology/psychiatry; presently there is no classification for education).

He has reviewed articles for more than 75 journals and has been on the editorial boards of 14 international journals (J. Ed Psych; Am Ed Res J; Child Devel; Perspectives on Psych Sci; J Pers & Soc Psych; Structural Equation Modelling; Inter J of Sport Psych; Ed & Psych Measurement; J Exp Educ; Educ Res and Eval; J Sport & Exercise Psych; Int J of Sport & Exercise Psych; J of Contemporary Ed Psych; Organizational Res Methods; Multivariate Behavioral Res).

He has served on external advisory committees for the: Scientific Advisory Board of the German Max Planck Institute (Education and Human Development, Berlin); Hong Kong Institute of Educational Research, Chinese University of Hong Kong; Social Sciences and Humanities for the Swiss Federal Institute of Technology in Zürich (Zürich ETH); and the International Research School “The Life Course: Evolutionary and Ontogenetic Dynamics” co-organised by the Univ of Michigan (USA), Univ of Virginia (USA), Humboldt University (Germany), Free University (Germany) and the Max Planck Institute.

Professor Marsh’s research has consistently attracted external funding, including a 100% success record on 24 proposals to the highly competitive Australian Research Council during the last 25 years as well as more recent United Kingdom grants from the Economic and Social Research Council, Higher Education Funding Council for England, and Higher Education Authority.

Other international awards include a Career Achievement Award from the American Educational Research Association, the prestigious Wen Lin Visiting Professorship from The Chinese University of Hong Kong, a visiting travelling fellowship from the British Psychological Society, Fellow of the Australian Academy of Social Sciences and the Society of Multivariate Experimental Psychology, and many keynote presentations at international conferences including the presidential invited keynote addresses for 2007 meetings of both the British Educational Research Association and the American Educational Research Association. In 2008 Professor Marsh was awarded the ESRC Professorial Fellowship which provides professorial salary, support staff and infrastructure for an extended research programme, a highly competitive fellowship awarded to only 3-5 social science researchers across all of the UK.

Major research/scholarly interests

Self-concept and Motivational constructs: Theory, Measurement, Research, Enhancement; Teaching Effectiveness and Its Evaluation: Theory, measurement, research, and enhancement; Higher Education with a particular emphasis on students’ evaluation of teaching and relations between teaching and research; Developmental Psychology; Quantitative analysis, particularly confirmatory factor analysis, structural equation modelling, multilevel modelling; Sports psychology with a particular focus on physical self-concept and motivation; health psychology with a focus on motivational aspects of health related physical activity, physical fitness, and eating disorders; The peer review process in relation to both journals and research grants; Peer support and anti-bullying interventions.

Ingrid Lunt is a psychologist by background, and joined the Oxford Department of Education in 2005, having previously worked for 20 years at the Institute of Education, University of London.

She was Director of Graduate Studies for 5 years, and the first Director of the new ESRC Doctoral Training Centre (DTC) in the Social Sciences.

She has been President of the British Psychological Society (1998-1999), President of the European Federation of Psychologists Associations (1993-1999), and Vice President of the International Union of Psychological Science (2004-2008).

She has carried out research in the field of special educational needs and inclusive education, and more recently in the area of higher education, in particular higher professional education, and doctoral education. For the past 20 years she has been leading a project, initially funded by the European Union, which has been developing a common qualifications framework for psychologists across Europe.

Research

Ingrid’s research interests include higher professional learning, doctoral education, comparative higher education policy in European countries.

Publications

Selected publications include:

• Scott D., Brown A., Lunt I., Thorne L. (2004) Professional Doctorates: Integrating professional and academic knowledge. Open University Press and SRHE
• Klenowski V. and Lunt I. (2008) Enhancing Learning at Doctoral Level through the use of reflection? Assessment and Evaluation in Higher Education 33, 2, 203-217.
• Lunt I. (2008) Psychologist qualifications in Europe: Common standards for quality and mobility. Australian Psychologist 43, 4, 222-230
• Lunt I. (2008) Beyond tuition fees? The legacy of Blair’s government to higher education. Oxford Review of Education 34, 6, 741-752
• 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
• Lunt I. (2011) EuroPsy: the development of standards and competence of psychologists. European Psychologist 16, 2, 104-111
• Lunt I. and Peiro J. M. (2012) The Bologna Process, education and assessment in psychology. In Ed. D. Dunn, S.C Baker, C.M Mehrota, R.E. Landrum, M.M McCarthy Assessing teaching and learning in psychology: current and future perspectives. Wadsworth Publishing, Belmont CA.
• Lunt I., McAlpine L., Mills D. (2014) Lively bureaucracy: the ESRC’s Doctoral Training Centres and UK universities. Oxford Review of Education 40, 2, 151-170
• Lunt I. (2014) International frameworks for psychology education and training: a European perspective. In R. Silbereisen, P. Ritchie, J. Panday (eds.) Psychology Education and Training : a global perspective. Hove: Psychology Press
• Clarke, G. and Lunt, I. (2014) The concept of ‘originality’ in the PhD: how is it interpreted by examiners? Assessment and Evaluation in Higher Education, 39 (7), 803-820.
• Lunt I., Peiró J.M., Poortinga Y.H., Roe R.A. (2015) EuroPsy: Standards and Quality in Education for Professional Psychologists. Göttingen: Hogrefe Pub.

Geoffrey Walford is Emeritus Professor of Education Policy and an Emeritus Fellow of Green Templeton College at the University of Oxford.

He was previously Reader in Education Policy at Oxford, and Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham.

He has academic degrees from Oxford, Kent, London and the Open Universities, has authored or edited more than 40 books, and published rather too many academic articles and book chapters. He was Joint Editor of the British Journal of Educational Studies from 1999 to 2002, and was Editor of the Oxford Review of Education from 2004 to 2010. He remains as a Deputy Editor of Ethnography and Education and serves on several editorial boards.

Professor Walford’s main research foci are the relationships between central government policy and local processes of implementation, private schools, choice of schools, religiously-based schools, and ethnographic research methodology. He remains engaged with various scholarly writing activities working, in particular, on issues connected to private schooling for the poor and social justice. He was awarded a DLitt from Oxford University in 2016.

Publications

Major articles and book chapters

• Geoffrey Walford (2024) ‘Learning to Labour and the labour of learning: A question of research methods.’ Ethnography and Education, 19, 1, pp. 1-16.
• Geoffrey Walford (2024) ‘The Radcliffe Observatory, Oxford: New light on its building history.’ The Georgian Group Journal, 32, pp. 201-222.
• Geoffrey Walford (2023) ‘Low-fee private schools.’  In Bob Tierney, Fazal Rizvi and Kadriye Wrcikan (editors-in-chief); Fazal Rizvi and Jason Beech (eds.) Section 1, Globalization and shifting geopolitics of education, International Encyclopedia of Education 4^th edition, Vol 1 (Oxford: Elsevier) pp.355-365.
• Geoffrey Walford (2022) ‘Country houses repurposed as private schools: what might be the motivations?’  Oxford Review of Education, 48, 1, pp. 14-27.
• Geoffrey Walford (2021) ‘Country houses repurposed as private schools: building on inequality.’ Oxford Review of Education, 47, 3, pp. 369-385.
• Geoffrey Walford (2021) ‘What is worthwhile auto-ethnography? Research in the age of the selfie.’ Ethnography and Education, 16, 1, pp. 31-43.
• Geoffrey Walford (2020) ‘Interviews and interviewing in the ethnography of education.’ In George W. Noblit. (ed.) Oxford Encyclopedia of Qualitative Research Methods in Education (New York: Oxford University Press) (Reprint) pp. 672-685.
• Geoffrey Walford (2020) ‘Ethnography is not qualitative.’ Ethnography and Education, 15, 1, pp. 122-136.
• Geoffrey Walford (2019) ‘The provenance of Stowe. Percy Warrington: the founder schools wished to forget.’ History of Education Researcher, 104, pp. 100-108.
• Geoffrey Walford (2018) ‘The impossibility of anonymity in ethnographic research.’ Qualitative Research, 18, 5, pp. 516-525.
• Geoffrey Walford (2018) ‘Interviews and interviewing in the ethnography of education.’Oxford Research Encyclopedia of Education, Editor in Chief: George W. Noblit. On-line. DOI: 10.1093/acrefore/9780190264093.013.320, May, pp. 20.
• Geoffrey Walford (2018) ‘Recognisable continuity. A defence of multiple methods.’ In Dennis Beach, Carl Bagley, and Sofia Maques da Silva (eds.) The Wiley Handbook of Ethnography of Education (London, Wiley) pp. 17-29.
• Geoffrey Walford (2017) ‘Ruling-class classification and framing.’ In Agnés Van Zanten (ed.) Elites in Education, Volume 2, National Traditions and Cosmopolitism in Elite Education. (London, Routledge) (Reprint)
• Geoffrey Walford (2016) ‘Ethnographic methodology: A Virtual Special Issue of Ethnography and Education. Introduction.’ Ethnography and Education.
• Geoffrey Walford (2015) ‘The globalisation of low-fee private schools’ In Joseph Zajda (ed.) Second International Handbook on Globalisation, Education and Policy Research (Amsterdam, Springer) ISBN: 978-94-017-9492-3, pp. 309-20.
• Geoffrey Walford (2014) ‘Site selection within comparative case study and ethnographic research.’ (Reprint) In Malcolm Tight (ed.) Case Studies (London, Sage)
• Ian Macpherson, Susan Robertson and Geoffrey Walford (2014) ‘An introduction to privatisation, education and social justice.’ In Ian Macpherson, Susan Robertson and Geoffrey Walford (eds.) Education, Privatisation, and Social Justice: Case studies from Africa, South Asia, and South East Asia (Abingdon, Symposium) pp. 9-24.
• Ingrid Lunt and Geoffrey Walford (2014) ‘Contributions to the sociology of education: Past, present and future. A Festschrift for John Furlong.’ Oxford Review of Education, 40, 4, pp. 411-414.
• Geoffrey Walford (2014) ‘From City Technology Colleges to Free schools: Ideas of social justice.’ Research Papers in Education, 29, 3, pp. 315-329.
• Geoffrey Walford (2014) ‘Introduction: Academies, Free Schools and social Justice.’ Research Papers in Education, 29, 3, pp. 263-267.
• Geoffrey Walford (2013) ‘The development of private and public schools in England.’ In Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.) Privatschulen versus staatliche Schulen (Wiesbaden, Germany: Springer Fachmedien Wiesbaden) pp. 89-102.  ISBN: (pb) 978-3-531-18199-8; (e-book) 978-3-531-18978-9.
• Geoffrey Walford (2013) ‘Low-fee private schools: a methodological and political debate.’ In Prachi Srivastava (ed.) Low-Fee Private Schooling: Aggravating equity or mitigating disadvantage? (Oxford: Symposium Books) pp. 199-213. ISBN: 978-1-873927-91-5.
• Geoffrey Walford (2013) ‘State support for private schooling in India: What do the evaluations of the British Assisted Places Schemes suggest?’ Oxford Review of Education, 39, 4, pp. 533-547.
• Geoffrey Walford (2013) ‘The development of private and public schools in England.’ In Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.) Privatschulen versus staatliche Schulen (Wiesbaden, Germany: Springer Fachmedien Wiesbaden) pp. 89-102.
• Geoffrey Walford (2013) ‘Low-fee private schools: a methodological and political debate.’ In Prachi Srivastava (ed.) Low-Fee Private Schooling: Aggravating equity or mitigating disadvantage? (Oxford, Symposium Books) pp. 199-213.
• Geoffrey Walford (2012) ‘Researching the powerful in education: a re-assessment of the problems.’ International Journal for Research and Method in Education, 35, 2, pp. 111-118
• Geoffrey Walford (2011) ‘Globalization and low-fee private schools?’ Educational Practice and Theory, 33, 1, pp. 37-50.
• Geoffrey Walford (2011) ‘The Oxford Ethnography Conference: A place in history?’ Ethnography and Education, 6, 2, pp. 133-145.
• Geoffrey Walford (2011) ‘Low-fee private schools in England and in less economically developed countries. What can we learn from a comparison?’ Compare, 41, 3, pp. 401-413.
• Eric Tucker, Madhu Viswanathan and Geoffrey Walford (2010) ‘Reflections on social measurement:  How social scientists generate, modify, and validate indicators and scales.’ In Geoffrey Walford, Eric Tucker and Madhu Viswanathan (eds.) The Sage Handbook of Measurement(London, Sage) pp. 1-5.
• Geoffrey Walford (2010) ‘Faith-based schools in England after ten years of Tony Blair’, in Geoffrey Walford (ed.) Blair’s Educational Legacy? (London, Routledge) pp. 52-62.
• Geoffrey Walford (2009) ‘For ethnography?’ Ethnography and Education, 4, 3, pp. 273-284.
• Geoffrey Walford (2009) ‘Private schools in England.’ Zeitschrift für Pädagogik, 55, 5, pp. 716- 731.
• Geoffrey Walford (2009) ‘The practice of writing ethnographic fieldnotes.’ Ethnography and Education, 4, 2, pp. 117-130.
• Geoffrey Walford (2009) ‘Symposium review of: John Beck, Meritocracy, Citizenship and Education’ (with Anthony Giddens and Yoshiko Nozaki) British Journal of Sociology of Education, 30, 1, pp. 97-105.
• Geoffrey Walford (2008) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’ In Paul Atkinson and Sara Delamont (eds.) Representing Ethnography (London, Sage) pp. 147-162.
• Geoffrey Walford (2008) ‘Selecting sites, and gaining ethical and practical access.’ In Geoffrey Walford (ed.)How to do Educational Ethnography (London, Tufnell Press) pp. 16-38.
• Geoffrey Walford (2008) ‘The nature of educational ethnography.’ In Geoffrey Walford (ed.) How to do Educational Ethnography (London, Tufnell Press) pp. 1-15.
• Martin Forsey, Scott Davies and Geoffrey Walford (2008) ‘The globalisation of school choice: an introduction to key issues and concerns.’ In Martin Forsey, Scott Davies and Geoffrey Walford (eds.) The Globalisation of School Schoice? (Abingdon, Symposium Books) pp. 9-25.
• Geoffrey Walford (2008) ‘School choice in England: globalisation, policy borrowing or policy corruption? In Martin Forsey, Scott Davies and Geoffrey Walford (eds.) The Globalisation of School Schoice? (Abingdon, Symposium Books) pp. 95-109.
• Geoffrey Walford (2008) ’Faith-based schools in England after 10 years of Tony Blair.’ Oxford Review of Education, 34, 6, pp. 689-699.
• Geoffrey Walford (2008) ‘Muslim schools in England and the Netherlands: sustaining cultural continuity.’ In Zvi Bekerman and Ezra Kopelowitz (eds.) Cultural Education – Cultural Sustainability: Minority, diaspora, indigenous and ethno-religious groups in multicultural societies. (London, Routledge)
• Geoffrey Walford (2007) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’ In Alan Bryman (ed.) Qualitative Research 2, Volume 3 Issues of Representation and reflexivity (London, Sage) pp. 214-229.
• Geoffrey Walford (2007) ‘Classification and framing of interviews in ethnographic interviewing. Ethnography and Education, 2, 2, pp. 145-157.
• Geoffrey Walford and Prachi Srivastava (2007) ‘Examining Private Schooling in Less Economically Developed Countries: Key Issues and New Evidence.’ In Prachi Srivastava and Geoffrey Walford (2007) (eds.) Private Schooling in Less-Economically Developed Countries: Asian and African perspectives (Abingdon, Symposium Books)
• Geoffrey Walford (2007) ‘Everyone generalizes, but ethnographers should resist doing so.’ In Geoffrey Walford (ed.) Methodological Developments in Ethnography (Studies in Educational Ethnography, Volume 12) (Amsterdam, New York, Oxford, Elsevier)
• Geoffrey Walford (2006) ‘New Christian schools in England: What are the equity mplications?’ International Journal of Learning, 13, 5, pp. 167-176.
• Geoffrey Walford (2006) ‘From City Technology Colleges to sponsored grant-maintained schools.’ In David Phillips and Geoffrey Walford (eds.) Tracing Education Policy. Selections from the Oxford Review of Education(London, Routledge) pp. 359-375.
• Geoffrey Walford (2006) ‘Introduction: education and the Labour Government.’ In Geoffrey Walford (ed.) Education and the Labour Government. An evaluation of two terms. (London, Routledge).
• Geoffrey Walford (2005) ‘Learning and the local community: Is community involvement always a good thing?’ International Journal of Learning, 11, pp. 1219-1225.
• Geoffrey Walford (2005) ‘Research ethical guidelines and anonymity.’ International Journal of Research and Method in Education, 28, 1, pp. 83-93.
• Holger Daun, Reza Arjmand and Geoffrey Walford (2004) ‘Muslims and education in a global context.’ In Holger Daun and Geoffrey Walford (eds.) Educational Strategies among Muslims in the Context of Globalization. Some National Case Studies. (Leiden, Boston, Brill) pp. 5-36.
• Geoffrey Walford (2004) ‘Private schooling in England’ (in Chinese) Journal of Non-Government Educational Development, 103, pp. 55-60.
• Geoffrey Walford (2004) ‘When tradition meets modern law: changing the role of the Oxford University Proctors.’ Research in Education, 72, pp. 103-114.
• Geoffrey Walford (2004) ‘No discrimination on the basis of irrelevant qualifications.’ Cambridge Journal of Education, 34, 3, pp. 353-361.
• Geoffrey Walford (2004) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’Qualitative Research, 4, 3, pp. 403-417.
• Geoffrey Walford (2003) ‘Country Report on school-based management in England.’ Precedings of the Third International Forum on Educational Reform Education Decentralization Revisited: School-Based Management(Bangkok, Office of the Education Council) pp. 1-23.
• Geoffrey Walford (2003) ‘Separate schools for religious minorities in England and the Netherlands: using a framework for the comparison and evaluation of policy.’Research Papers in Education , 18, 3, pp 1-19.
• Geoffrey Walford (2003) ‘School choice, educational change and inequality in England.’ In The Organising Committee (eds.) Proceedings of the 37^th Annual Conference of the Japan Educational Administration Society(Tokyo, Dojidai Sha, Nichi-nichi Kyoiku Bunko)  pp. 19-49 (in Japanese) pp.147-172 (in English).
• Geoffrey Walford (2003) ‘Muslim schools in Britain.’ In Geoffrey Walford (ed.) British Private Schools: research on policy and practice. (London, Woburn Press) pp. 158-174.
• Geoffrey Walford (2003) ‘Introduction.’ In Geoffrey Walford (ed.) British Private Schools: research on policy and practice. (London, Woburn Press) pp. 1-8.
• Geoffrey Walford (2003) ‘School choice and educational change in England and Wales.’ In  David N. Plank and Gary Sykes (eds.) Choosing Choice: School Choice in International Perspective (New York & London, Teachers College Press) pp. 68-91.
• Geoffrey Walford (2002) ‘Education.’ In W. S. F. Pickering (ed.) Durkheim Today, New York, Oxford, Berghahn Books,  pp. 105-115.
• Geoffrey Walford (2002) ‘Introduction.’ In Geoffrey Walford (ed.) Doing a Doctorate in Educational Ethnography (Studies in  Educational Ethnography, Volume 7) Amsterdam, New York, Oxford, JAI, pp. 1-8.
• Geoffrey Walford (2002) ‘When policy moves fast, how long can ethnography take?’ In Bradley A. U. Levinson, Sandra L. Cade, Ana Padawer and Ana Patricia Elvir (eds.) Ethnography and Education Policy Across the Americas, Westport, CT, Praeger,  pp. 23-38.
• Geoffrey Walford (2002) ‘Why don’t we name our research sites?’ In Geoffrey Walford (ed.) Educational Ethnography and Methodology, (Studies in Educational Ethnography, Volume 6) Amsterdam, New York, Oxford, JAI, pp. 95-105.
• Geoffrey Walford (2002) ‘Educational reform and sociology in England and Wales.’ In David L. Levinson, Peter W. Cookson, Jr., and Alan R. Sadovnik (eds.) Education and Sociology: An Encyclopaedia, New York and London, RoutledgeFalmer, pp. 211-219.
• Geoffrey Walford (2002) ‘Classification and framing of the curriculum in evangelical Christian and Muslim schools in England and the Netherlands.’ Educational Studies, 28, 4, pp. 403-419.
• Geoffrey Walford (2002) ‘Redefining school effectiveness.’ Westminster Studies in Education, 25, 1, pp. 47-58.
• Geoffrey Walford (2001) ‘The state and civil society in education in England: past developments and current problems.’ In Heinz-Dieter Meyer and William Lowe Boyd (eds.) Education between State, Markets, and Civil Society: Comparative perspectives, Mahwah, NJ & London, Lawrence Erlbaum Associates, pp. 81-100.
• Geoffrey Walford (2001) ‘Privatization in industrialized countries.’ In Henry M. Levin (ed.) Privatizing Education. Can the marketplace deliver choice, efficiency, equity, and social cohesion? Boulder, CO  & Oxford, Westview Press, pp. 178-200.
• Geoffrey Walford (2001) ‘From common schooling to selection? Affirming and contesting the comprehensive ideal, 1976-2001.’ In Robert Phillips and John Furlong (eds.)  Education, Reform and the State: Politics, Policy and Practice 1976-2001 London & New York, RoutledgeFalmer, pp. 45-57.
• Geoffrey Walford (2001) ‘Introduction: ethnography and policy.’ In Geoffrey Walford (ed.) Ethnography and Education Policy, (Studies in Educational Ethnography, Volume 4) Amsterdam, New York, Oxford, JAI, pp. 1-9.
• Geoffrey Walford (2001) ‘Durkheim, democracy and diversity: some thoughts on recent changes in England and Wales.’ In W S F Pickering (ed.) Emile Durkheim: Critical Assessments of Leading Sociologists. Volume VI,London & New York, Routledge, pp. 543-559.
• Geoffrey Walford (2001) ‘Introduction’ (to Education Section). In W S F Pickering (ed.) Emile Durkheim: Critical Assessments of Leading Sociologists. Volume VI, London & New York, Routledge, pp. 365-371.
• Geoffrey Walford (2001) ‘Funding for religious schools in England and the Netherlands. Can the piper call the tune?’ Research Papers in Education, 16, 4, pp. 359-380.
• Geoffrey Walford (2001) ‘Evangelical Christian schools in England and the Netherlands.’  Oxford Review of Education, 27, 4, pp. 529-541.
• Geoffrey Walford (2001) ‘Building identity through communities of practice: Evangelical Christian schools in the Netherlands.’ International Journal of Education and Religion, 2, 2, pp. 126-143.
• Geoffrey Walford (2001) ‘The fate of the new Christian schools: from growth to decline?’ Educational Studies,27, 4, pp. 465-477.
• Geoffrey Walford (2001) ‘Site selection within comparative case-study and ethnographic research.’ Compare, 31, 2, pp.151-164.
• Geoffrey Walford (2001) ‘Does the market ensure quality?’ Westminster Studies in Education 24, 1, pp. 23-33.
• Geoffrey Walford (2000) ‘School choice and social exclusion in England and Wales.’ In John Sayer and Johan Vanderhoven (eds.) School Choice, Equity and Social Exclusion, Leuven, Garant.
• Geoffrey Walford (2000) ‘Introduction.’ In Geoffrey Walford and Caroline Hudson (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI/Elsevier.
• Geoffrey Walford (2000) ‘First days in the field: gender and sexuality in an evangelical Christian school.’ In Geoffrey Walford and Caroline Hudson (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI/Elsevier.
• W S F Pickering and Geoffrey Walford (2000) ‘Introduction.’ In W. S.F. Pickering and Geoffrey Walford (eds.)Durkheim’s Suicide: a century of research and debate, London & New York, Routledge, pp. 1-10.
• Geoffrey Walford (2000) ‘What’s new about academic capitalism’ Learning & Managing, 6, 2, pp. 174-181.
• Geoffrey Walford (2000) ‘Government policy on private schooling in England’ Education and Society, 18, 1, pp. 25-43.
• Geoffrey Walford (2000) ‘From City Technology Colleges to sponsored grant-maintained schools’ Oxford Review of Education, 26, 2, pp. 145-158.
• Geoffrey Walford (2000) ‘A policy adventure: sponsored grant-maintained schools’ Educational Studies, 26, 2, pp. 247-262.
• Geoffrey Walford (1999) ‘L’enseignement privé en Angleterre: tendances récentes et problèmes soulevés’Carrefours de l’éducation, 8, pp. 126-139.
• Geoffrey Walford (1999) ‘Selling your way in: gaining access to research sites.’ In Alexander Massey and Geoffrey Walford (eds.) Explorations in Methodology, (Studies in Educational Ethnography, Volume 2)  Stamford, CT, JAI Press,  pp. 1-15.
• Geoffrey Walford (1999) ‘Educating religious minorities within the English state-maintained sector’International Journal of Educational Management, 13, 2, pp. 98-106.
• Geoffrey Walford (1998) ‘Durkheim, democracy and diversity: some thoughts on recent changes in England.’ In Geoffrey Walford and W. S. F. Pickering (eds.)  Durkheim and Modern Education, London & New York, Routledge, pp. 125-141.
• W. S. F. Pickering and Geoffrey Walford (1988) ‘Introduction: Durkheim and education.’ In Geoffrey Walford and W. S. F. Pickering (eds.) Durkheim and Modern Education, London & New York, Routledge, pp. 1-16.
• Alexander Massey and Geoffrey Walford (1998) ‘Children learning: Ethnographers learning.’ In Geoffrey Walford and Alexander Massey  (eds.) Children Learning in Context, (Studies in Educational Ethnography, Volume 1), Stamford, CT & London, JAI Press, pp. 1-18.
• Geoffrey Walford (1998) ‘Essay review: Is there a ‘new variant’ diploma disease?’ Oxford Review of Education, 24, 3,  pp. 405-409.
• David Rigoni and Geoffrey Walford (1998) ‘Questioning the quick-fix: Assertive Discipline and the 1997 Education White Paper’ Journal of Education Policy, 13, 3, pp. 443-452.
• Geoffrey Walford (1998) ‘Compulsive writing behaviour: getting it published.’ In Geoffrey Walford (ed.) Doing Research About Education, London & Washington D.C., Falmer, pp. 184-198.
• Geoffrey Walford (1998) ‘Research accounts count.’ In Geoffrey Walford (ed.) Doing Research About Education, London & Washington, D.C., Falmer, pp. 1-10.
• Geoffrey Walford (1998) ‘Reading and writing the small print: The fate of sponsored grant-maintained schools.’  Educational Studies, 24, 2, pp. 241-257.
• Geoffrey Walford (1997) ‘School choice and the common good: a reply to Brighouse’ Oxford Review of Education, 23, 4, pp. 517-521.
• Geoffrey Walford (1997)  ‘The 14-19 curriculum in private schools.’ In Sally Tomlinson (ed.) Education 14-19: Critical Perspectives, London & Atlantic Highlands, NJ, Athlone, pp. 101-112.
• Geoffrey Walford (1997) ‘Diversity, choice and selection in England and Wales’ Educational Administration Quarterly 33, 2, pp. 158-169.
• Geoffrey Walford (1997) ‘Sponsored grant-maintained schools: extending the franchise?’ Oxford Review of Education, 23, 1, pp. 31-44.
• Geoffrey Walford (1997) ‘Education and private schools.’ In Anthony Giddens (ed.) Sociology: Introductory readings, Cambridge, Polity, pp. 329-336.
• Steven Carroll and Geoffrey Walford (1997) ‘The child’s voice in school choice’ Educational Management and Administration, 25, 2, pp. 169-180.
• Geoffrey Walford (1997) ‘Privatization and selection.’ In Richard Pring and Geoffrey Walford (eds.) Affirming the Comprehensive Ideal, London, Falmer.
• Steven Carroll and Geoffrey Walford (1997) ‘Parents’ responses  to the school quasi-market’ Research Papers in Education, 12, 1, pp. 3-26.
• Geoffrey Walford (1997) ‘Power and responsibility in pressure group activity.’ In Keith Watson, Sohan Modgil and Celia Modgil (eds.)  Educational Dilemmas: Debate and diversity, London, Cassell,  pp. 247-253 and 264-265.
• Steven Carroll and Geoffrey Walford (1996) ‘A panic about school choice’ Educational Studies, 22, 3, pp. 393-407.
• Geoffrey Walford (1996)  ‘School choice and equity in England and Wales’  Oxford Studies in Comparative Education, 6, 1, pp. 49-62.
• Geoffrey Walford (1996) ‘Diversity and choice in school education: an alternative view’ Oxford Review of Education,  22, 2, pp. 143-154.
• Geoffrey Walford (1996)  ‘Faith-based grant-maintained schools: Selective international policy borrowing from The Netherlands’ in John Ahier, Ben Cosin and Margaret Hales (eds.) Diversity and Change: Education, policy and selection, London, Routledge, pp. 63-78.
• Geoffrey Walford (1995)  ‘The Northbourne amendments: Is the House of Lords a garbage can?’ Journal of Education Policy, 10 (5) pp. 413-425.
• Geoffrey Walford (1995) ‘Faith-based schools, diversity and inequity.’ In Gwen Wallace (ed.)  Schools, Markets and Management, Bournmouth, Hyde Publications, pp. 13-20.
• Geoffrey Walford (1995) ‘The Christian Schools Campaign – a successful educational pressure group?’ British Educational Research Journal, 21 (4) pp. 451-464.
• Geoffrey Walford (1995)  ‘Faith-based grant-maintained schools: Selective international policy borrowing from The Netherlands.’ Journal of Education Policy, 10 (2) pp. 245-257.
• Geoffrey Walford (1995) ‘Classification and framing in English public boarding schools.’  In Paul Atkinson, Brian Davies and Sara Delamont (eds.) Discourse and Reproduction. Essays in honor of Basil Bernstein, New Jersey, USA, Hampton Press, pp. 191-207.
• Geoffrey Walford (1994)  ‘A return to selection?’ Westminster Studies in Education, 17, pp. 19-30.
• Geoffrey Walford (1994) ‘Political commitment in the study of the City Technology College, Kingshurst.’  In David Halpin and Barry Troyna (eds.) Researching Education Policy: Ethical and Methodological Issues, London, Falmer, pp. 94-106.
• Geoffrey Walford (1994)  ‘The dilemma of choice in education.’ In Ian Lawrence (ed.) Education Tomorrow, London, Cassell, pp. 130-144.
• Geoffrey Walford (1994)  ‘Reflections on researching the powerful.’ In Geoffrey Walford (ed.) Researching the Powerful in Education, London, UCL Press, pp. 222-231.
• Geoffrey Walford (1994)  ‘Ethics and power in a study of pressure group politics.’ In Geoffrey Walford (ed.)Researching the Powerful in Education, London, UCL Press, pp. 81-93.
• Geoffrey Walford (1994) ‘A new focus on the powerful.’ In Geoffrey Walford (ed.) Researching the Powerful in Education, London, UCL Press, pp. 2-11.
• Geoffrey Walford (1994) ‘Educational choice, control and inequity.’ In David Scott (ed.) Accountability and Control in Educational Settings, London, Cassell, pp. 73-86.
• Colin Poyntz and Geoffrey Walford (1994) ‘The new Christian schools: A survey.’  Educational Studies, 20, 1, pp. 127-143.
• Geoffrey Walford (1994) ‘The new religious grant-maintained schools.’ Educational Management and Administration, 22, 2, pp. 123-130.
• Geoffrey Walford (1994)   ‘Weak choice, strong choice and the new Christian schools.’ In J. Mark Halstead (ed.)  Parental Choice and Education: Principles, policies and practice,  London, Kogan Page, pp. 139-150.
• Geoffrey Walford (1993)  ‘Self-managing schools, choice and equity.’ In John Smyth (ed.) A Socially Critical View of the Self-Managing School, Basingstoke, Falmer, pp. 229-244.
• Geoffrey Walford (1993)  ‘Selection for secondary schooling.’  In Briefings for the Paul Hamlyn Foundation National Commission on Education,  London, Heinemann, pp. 89-102.
• Geoffrey Walford (1993) ‘The real lessons in school reform from Britain.’ Educational Policy, 7, 2, pp. 212-222.
• Geoffrey Walford (1993) ‘Girls’ private schooling: past and present.’ In Geoffrey Walford (ed.) The Private Schooling of Girls: Past and present, London, Woburn Press, pp. 9-32.
• Geoffrey Walford (1992)  Selection for Secondary Schooling National Commission on Education Briefing Paper No. 7,  October.
• Geoffrey Walford (1992) ‘Educational reform in the 1980s: National case studies. Great Britain.’ In Peter W. Cookson, Jr., Alan R. Sadovnik and Susan F. Semel (eds.) International Handbook of Educational Reform, Westport, CT, USA, Greenwood Press, pp. 209-227.
• Geoffrey Walford (1992) ‘Educational choice and equity in Great Britain.’ Educational Policy (USA), 6, (2) pp. 123-138.
• Geoffrey Walford (1992) ‘The reform of higher education.’ In Madeline Arnot and Len Barton (eds.)  Voicing Concerns: Sociological Perspectives on contemporary educational reforms, Wallingford, Triangle Books, pp. 186-200.
• Sharon Gewirtz, Henry Miller and Geoffrey Walford (1991) ‘Parents’ individualist and collectivist strategies at the City Technology College, Kingshurst.’ International Studies in Sociology of Education, 1, pp. 173-191.
• Geoffrey Walford (1991)  ‘The changing relationship between government and higher education in Britain.’  In Guy Neave and Frans van Vught (ed.) Prometheus Bound. The changing relationship between government and higher education in Western Europe, Oxford, Pergamon, pp. 165-183.
• Geoffrey Walford (1991) ‘Researching the City Technology College, Kingshurst.’  In Geoffrey Walford (ed.)Doing Educational Research, London, Routledge, pp. 82-100.
• Geoffrey Walford (1991)  ‘Reflexive accounts of doing educational research.’ In Geoffrey Walford (ed.)  Doing Educational Research, London, Routledge, pp. 1-17.
• Geoffrey Walford (1991)  ‘Choice of school at the first City Technology College.’ Educational Studies, 17, 1, pp. 65-75.
• Geoffrey Walford (1991)  ‘City Technology Colleges: A private magnetism?’ In Geoffrey Walford (ed.)  Private Schooling: Tradition, change and diversity, London, Paul Chapman, pp. 158-76.
• Geoffrey Walford (1991) ‘The reluctant private sector: of small schools, people and politics.’ In Geoffrey Walford (ed.) Private Schooling: tradition, change and diversity, London Paul Chapman, pp. 115-32.
• Geoffrey Walford (1990)  ‘Developing choice in British education.’  Compare. A Journal of Comparative Education, 20, 1, pp 22-56.
• Geoffrey Walford (1990) ‘The 1988 Education Reform Act for England and Wales: Paths to privatization.’ Educational Policy, 4, 2, pp. 127-44.
• Mark H. Robson and Geoffrey Walford (1989) ‘Independent schools and tax policy under Mrs Thatcher.’ Journal of Education Policy, 4, 2, pp. 149-62.
• Geoffrey Walford (1989) ‘Scotland: Changes in government policy towards private schools.’ In Geoffrey Walford (ed.)  Private Schools in Ten Countries: Policy and practice, London, Routledge, pp. 32-56.
• Geoffrey Walford (1989)  ‘Private schools policy and practice in comparative perspective.’ In Geoffrey Walford (ed.) Private Schools in Ten Countries: Policy and practice, London, Routledge, pp. 1-7.
• Geoffrey Walford (1989)  ‘Bullying in public schools: Myth and reality.’ In Delwyn P. Tattum and David Lane (eds.) Bullying in Schools, London, Trentham Books, pp. 81-88.
• Geoffrey Walford (1988)  ‘Young people’s views about the Youth Training Scheme in Scotland.’ British Journal of Sociology of Education, 9, 4, pp. 437-51.
• Geoffrey Walford (1988)  ‘Shouts of joy and cries of pain: investigating young people’s comments on leaving school and entering the labour market.’ In David Raffe (ed.)  Education and the Youth Labour Market: Schooling and scheming, Lewes, Falmer, pp. 243-65.
• Geoffrey Walford, June Purvis and Andrew Pollard (1988)  ‘Ethnography, policy and the emergence of the new vocationalism.’  In Andrew Pollard, June Purvis and Geoffrey Walford (eds.) Education, Training and the New Vocationalism: Experience and policy, Milton Keynes, Open University Press, pp. 3-14.
• Geoffrey Walford (1988) ‘Training the elite – for education, training and jobs.’ Collected Original Resources in Education, 12, 1, pp. 1-19.
• Geoffrey Walford (1988)  ‘The privatisation of British higher education.’ European Journal of Education, 23, 1/2, pp. 47-64.
• Geoffrey Walford (1988)  ‘The Scottish Assisted Places Scheme. A comparative study of the origins, nature and practice of the APS in Scotland, England & Wales.’ Journal of Education Policy, 3, 2, pp. 137-53.
• Mark H. Robson and Geoffrey Walford (1988)  ‘U.K. tax policy and independent schools.’ British Tax Review, 2, pp. 38-54.
• Geoffrey Walford (1987)  ‘How important is the independent sector in Scotland’ Scottish Educational Review, 19, 2, pp. 108-21.
• Geoffrey Walford (1987)  ‘How dependent is the independent sector?’ Oxford Review of Education, 13, 3, pp. 275-96.
• Geoffrey Walford (1987)  ‘Research role conflicts and compromises in public schools.’  In Geoffrey Walford (ed.) Doing Sociology of Education, Lewes, Falmer, pp. 45-65.
• Geoffrey Walford (1987)  ‘The research process.’ In Geoffrey Walford (ed.) Doing Sociology of Education, Lewes, Falmer, pp. 1-15.
• Geoffrey Walford and Sïan Jones (1986) ‘The Solihull adventure. An attempt to reintroduce selective education.’  Journal of Education Policy, 1, 3, pp. 239-53.
• Geoffrey Walford (1986)  ‘Ruling-class classification and framing.’  British Educational Research Journal, 12, 2, pp. 183-95.
• Henry Miller and Geoffrey Walford (1986) ‘A case study of financial constraints in British universities.’ IHELG Monograph, Number 86/5, Institute for Higher Education Law and Governance, University of Houston, Texas, USA.
• Geoffrey Walford (1985)  ‘The influence of external pressure groups on the school curriculum: Two examples.’  Collected Original Resources in Education, 9, 2, pp. 1-45.
• Geoffrey Walford (1985)  ‘The construction of a curriculum area.’ British Journal of Sociology of Education, 6, 2, pp. 155-71.
• Henry Miller and Geoffrey Walford (1985)  ‘University cut and thrust.’  In Geoffrey Walford (ed.) Schooling in Turmoil, Beckenham, Croom Helm, pp. 244-68.
• Richard Thompson and Geoffrey Walford (1985)  ‘Teachers learning about industry: The two curricula and cultural disadvantage.’  In Geoffrey Walford (ed.) Schooling in Turmoil, Beckenham, Croom Helm, pp. 59-83.
• Geoffrey Walford (1984)  ‘The changing professionalism of public school teachers.’ In Geoffrey Walford (ed.) British Public Schools: Policy and practice, Lewes, Falmer, pp. 111-35.
• Geoffrey Walford (1984)   ‘The numbering of postgraduate research.’  Higher Education Review, 16, 2, pp. 61-65.
• Geoffrey Walford (1983)  ‘Science education and sexism in the Soviet Union.’  School Science Review, 85, 2, pp. 213-24.
• Geoffrey Walford (1983)  ‘Postgraduate education and the student’s contribution to research.’ British Journal of Sociology of Education, 4, 3, pp. 241-54.
• Geoffrey Walford (1983) ‘Research state and research style: A sociological analysis of postgraduate education.’  Collected Original Resources in Education, 7, 1, pp. 1-108.
• Geoffrey Walford (1983)  ‘Science textbook images and the reproduction of sexual divisions in society.’ Research in Science and Technological Education, 1, 1, pp. 65-72.
• Geoffrey Walford (1983)  ‘Parental attitudes and girls in physical science.’ School Science Review, 64, pp. 566-67.
• Geoffrey Walford (1983)  ‘Girls in boys’ public schools: A prelude to further research.’ British Journal of Sociology of Education, 4, 1, pp. 39-54.
• Leo Raby and Geoffrey Walford (1981) ‘Job status aspirations and their determinants for middle and lower stream pupils in an urban, multi-racial comprehensive school.’ British Educational Research Journal, 7, 2, pp. 173-81.
• Geoffrey Walford (1981)  ‘Classification and framing in higher education.’ Studies in Higher Education, 6, 2, pp. 147-58.
• Leo Raby and Geoffrey Walford (1981) ‘Career related attitudes and their determinants for middle- and low-stream pupils in an urban, multi-racial comprehensive school.’ Research in Education, 25, pp. 19-35.
• Geoffrey Walford (1980) ‘Why physics students start doctorates.’ Studies in Higher Education, 5, 1, pp. 77-80.

Books

• Geoffrey Walford (2006) Markets and Equity in Education London, Continuum, ISBN: 0 8264 8735 1.
• Geoffrey Walford (2005) Private Education: tradition and continuity
  London, Continuum, ISBN: 0 8264 8599 5.
• Geoffrey Walford (2001) Doing Qualitative Educational Research: a personal guide to the research process, London, Continuum. ISBN: 0-8264-4701-5,  0-8264-4702-3.
• Geoffrey Walford (2000) Policy, Politics and Education – sponsored grant-maintained schools and religious diversity, Aldershot, Ashgate. ISBN: 0-7456-1031-4.
• Geoffrey Walford (1996) Public School, Japanese edition of Life in Public Schools, translated by Yo Takeuchi. Japan, Sekai Shisosha Kyogakusha. ISBN: 4-7907-0626-5.
• Geoffrey Walford (1995) Educational Politics: Pressure groups and faith-based schools, Aldershot, Avebury, ISBN: 1-85628-907-9.
• Geoffrey Walford (1994) Choice and Equity in Education, London, Cassell, ISBN: 0-304-32775-1,  0-304-32774-3.
• Geoffrey Walford (1993) Contemporary British Education and Privatization, Japanese edition of Privatization and Privilege in Education with new forward and postscript, translated by Norio Iwahashi, Kyoto, Japan, Houritu-Bunka-sha, ISBN: 4589-01705-9.
• Geoffrey Walford and Henry Miller (1991) City Technology College, Milton Keynes, Open University Press, ISBN: 0335 09275 6.
• Geoffrey Walford (1990) Privatization and Privilege in Education, London & New York, Routledge, ISBN: 0415 04247 X,  0415 04248 8.
• Geoffrey Walford (1987) Restructuring Universities: Politics and power in the management of change, Beckenham, Croom Helm, ISBN: 07099 3694 X.
• Geoffrey Walford (1986) Life in Public Schools, London, Methuen, ISBN: 0416 37170 1,  0416 37180 9.
• Richard Thompson and Geoffrey Walford (1983) Teachers into Industry, Birmingham, AEEM, ISBN: 0903 703 14 9.

Edited books

• Prachi Srivastava and Geoffrey Walford (2018) Non-State Actors in Education in the Global South. London, Routledge. ISBN: 978-1-138-57067-2 (hb), 143 pp.
• Geoffrey Walford (2016)(ed.) Academies, Free Schools and social Justice (Didcot, Routledge) ISBN 13: 978-1-138-96007-7, 118 pp.
• Geoffrey Walford (2016)(ed.) Privatization, Education and Social Justice (Didcot, Routledge) ISBN 13: 978-1-138-59439-7, 150 pp.
• Ian Macpherson, Susan Robertson and Geoffrey Walford (eds.)(2014) Education, Privatisation, and Social Justice: Case studies from Africa, South Asia, and South East Asia (Abingdon, Symposium)
• Geoffrey Walford, Eric Tucker and Madhu Viswanathan (2010) (eds.) The Sage Handbook of Measurement (London, Sage) ISBN: 978-1-4129-4814-2.
• Geoffrey Walford (2010) (ed.) Blair’s Educational Legacy? (London, Routledge) ISBN: 0-415-48305-0.
• Geoffrey Walford (2008) (ed.) How to do Educational Ethnography, London, Tufnell Press, ISBN: 978-1-872767-92-5 (pb).
• Martin Forsey, Scott Davies and Geoffrey Walford (2008(eds.) The Globalisation of School VChoice? Abingdon, Symposium Books, ISBN: 978-1-873927-12-0 (pb).
• Prachi Srivastava and Geoffrey Walford (2007) (eds.) Private Schooling in Less-Economically Developed Countries: Asian and African Perspectives Abingdon, Symposium Books. ISBN: 978-1-873927-85-4 (pb).
• Geoffrey Walford (2007) (ed.) Methodological Developments in Ethnography (Studies in Educational Ethnography, Volume 12) Amsterdam, New York, Oxford, Elsevier.  ISBN: 0-7623-1437-0 (hb).
• David Phillips and Geoffrey Walford (2006) (eds.) Tracing Education Policy: Selections for the Oxford Review of Education Abingdon, Routledge. ISBN: 0-413-39861-4 (hb).
• Geoffrey Walford (2006) (ed.) Education and the Labour Government: an evaluation of two termsAbingdon, Routledge. ISBN: 0 415 36870 7 (hb).
• Geoff Troman, Bob Jeffrey and Geoffrey Walford (2005) (eds.) Methodological issues and practices in Ethnography. (Studies in Educational Ethnography, Volume 11) Amsterdam, New York, Oxford, Elsevier.  ISBN: 0-7623-1252-1 (hb).
• Geoff Troman, Bob Jeffrey and Geoffrey Walford (2004) (eds.) Identity, Agency, and Social Institutions in Educational Ethnography. (Studies in Educational Ethnography, Volume 10) Amsterdam, New York, Oxford, Elsevier. ISBN: 0-7623-1144-4 (hb).
• Bob Jeffrey and Geoffrey Walford (2004) (eds.)Ethnographies of Educational and Cultural Conflicts: Strategies and resolutions. (Studies in Educational Ethnography, Volume 9) Amsterdam, New York, Oxford, Elsevier. ISBN: 07623-11126 (hb).
• Holger Daun and Geoffrey Walford (2004) (eds.) Educational Strategies among Muslims in the Context of Globalization. Leiden, Brill. ISBN: 90-04-13675-4 (hb).
• Geoffrey Walford and W. S. F. Pickering (2003) (ed.) Durkheim and Modern Education, Japanese Edition. Tokyo, Tokyo Metropolitan University Press. ISBN: 4-88683-496-5 (hb).
• Geoffrey Walford (2003) (ed.) British Private Schools: research on policy and practice, London, Woburn Press. ISBN: 0-7130-0228-X,  0-7130-4048-3.
• Geoffrey Walford (2003) (ed.) Investigating Educational Policy through Ethnography, (Studies in Educational Ethnography, Volume  Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-1018-9 (hb).
• Geoffrey Walford (2002) (ed.) Doing a Doctorate in Educational Ethnography, (Studies in Educational Ethnography, Volume 7) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0906-7 (hb).
• Geoffrey Walford (2002) (ed.) Debates and Developments in Ethnographic Methodology, (Studies in Educational Ethnography, Volume 6) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0893-1.
• Phil Carspecken and Geoffrey Walford (2001) (eds.) Critical Educational Ethnography,
  (Studies in Educational Ethnography, Volume 5) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0797-8.
• Geoffrey Walford (2001) (ed.) Ethnography and Education Policy, (Studies in Educational Ethnography, Volume 4) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0768-4.
• Geoffrey Walford and Caroline Hudson (2000) (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0738-2.
• W. S. F. Pickering and Geoffrey Walford (2000) (eds.) Durkheim’s Suicide: a century of research and debate, London & New York, Routledge. ISBN: 0-415-20582-4.
• Alexander Massey and Geoffrey Walford (1999) (eds.) Explorations in Methodology, (Studies in Educational Ethnography, Volume 2) Stamford, CT, JAI Press. ISBN: 0-7623-0563-0.
• Geoffrey Walford and Alexander Massey (1998) (eds.) Children Learning in Context, (Studies in Educational Ethnography, Volume 1). London & Greenwich, CT, JAI Press. ISBN: 0-76230-436-7.
• Geoffrey Walford and W. S. F. Pickering (1998) (eds.) Durkheim and Modern Education, London & New York, Routledge. ISBN: 0-415-18168-2.
• Geoffrey Walford (1998) (ed.) Doing Research about Education, London & Washington D.C., Falmer. ISBN: 0-7507-0782-8,  0-7507-0783-6.
• Geoffrey Walford (1997) (ed.) Choice, Diversity and Equity in Secondary Schooling, Special Issue of Oxford Review of Education. ISSN:  0305-4985 .
• Richard Pring and Geoffrey Walford (1997) (eds.) Affirming the Comprehensive Ideal, London & Washington D.C., Falmer. ISBN: 0-7507-0619-8,  0-7507-0620-1.
• Geoffrey Walford (1996) (ed.) School Choice and the Quasi-Market, Special Issue of Oxford Studies in Comparative Education, Wallingford, Triangle Books. ISBN: 1-873927-23-1.
• Geoffrey Walford (1995) (ed.) La Otra Cara de la Investigación Educativa, Spanish edition of Doing Educational Research, translated by Javier Orduna Cosmen. Madrid, La Muralla. ISBN: 84-7133-646-4.
• Geoffrey Walford (1994) (ed.) Researching the Powerful in Education, London, UCL Press, ISBN: 1-85728-133-0, 1-85728-134-9.
• Geoffrey Walford (1993) (ed.) The Private Schooling of Girls: Past and present, London, Woburn Press, ISBN: 0-7130-0186-0.
• Geoffrey Walford (1992) (ed.) Privatne Skole. Iskustva u deset zemalja, Croatian edition of Private Schools in Ten Countries, translated by Mirna Varlandy Supek, Zagreb, Croatia, EDUCA Publishing House, ISBN: 86-7841-002-7.
• Geoffrey Walford (1991) (ed.) Doing Educational Research, London, Routledge, ISBN: 0415 05289 0,  0415 05290 4.
• Geoffrey Walford (1991) (ed.) Private Schooling: Tradition, change and diversity, London, Paul Chapman, ISBN: 185396 116 7.
• Geoffrey Walford (1989) (ed.) Private Schools in Ten Countries: Policy and practice, London & New York, Routledge, ISBN: 0415 03464 7.
• Andrew Pollard, June Purvis and Geoffrey Walford (1988) (eds.) Education, Training and the New Vocationalism: experience and policy, Milton Keynes & Philadelphia, Open University Press, ISBN: 0335 15845 5,  0335 15844 7.
• Geoffrey Walford (1987) (ed.) Doing Sociology of Education, Lewes & Philadelphia, Falmer, ISBN: 085000 145 6,  085000 146 4.
• Geoffrey Walford (1985) (ed.) Schooling in Turmoil, Beckenham, Croom Helm, ISBN: 07099 3618 4.
• Geoffrey Walford (1984) (ed.) British Public Schools: Policy and practice,
  Lewes & Philadelphia, Falmer, ISBN: 0905 273 84 2,  0905 273 83 4.

Anne’s main areas of research in Mathematics Education are exemplification and task design in mathematics teaching and learning, from a variation theory perspective; the role of mathematics education in social justice issues; the use of fine-grained approaches to analysis of mathematics interaction within socio-cultural perspectives and the school mathematics curriculum.

Detailed information, papers, presentations and activities can be found on her website at pmtheta.com and on researchgate.net.

Anne convened and co-edited an Study on Task Design for the International Committee on Mathematics Education and has co-authored a book about learning key ideas in secondary mathematics – Key Ideas in Teaching Mathematics for Oxford University Press.

Her most recent publication is the book: Care in Mathematics Education published by Palgrave-Macmillan.

She is a member of the Association of Teachers of Mathematics (ATM), the British Society for Research into the Learning of Mathematics, the International Group for the Psychology of Mathematics Education and the Higher Education Academy and the Canadian Mathematics Education Study Group. She is a Fellow of the International Society for Design and Development in Education.  In retirement she runs, with her husband John Mason, free workshops for teachers and others on key conceptual themes that run throughout mathematics (see pmtheta@home on pmtheta.com).

Anne is a member of the Quaker Values in Education Group of the Society of Friends, see: Rowe, D. and Watson, A. (eds.) (2018)  Faith and Experience in Education: essays on Quaker perspectives. London: Trentham Press.

Activities in curriculum

• Two syntheses of research about how children learn mathematics for the Nuffield Foundation: Key Understandings in Learning Mathematics (with Nunes and Bryant) and Key Ideas in Teaching Mathematics (with Jones and Pratt).
• Member of the expert drafting panel for the primary and secondary mathematics National Curriculum for the Department for Education.
• Curriculum Advisor to the Welsh Assembly.

Publications

Selected recent papers

• Biza, I., Hewitt, A., Watson, A., Mason, J. (2019) Generalization Strategies in Finding the nth Term Rule for Simple Quadratic Sequences. International Journal of Science and Mathematics Education, (), 1-22 DOI 10.1007/s10763-019-10009-0
• Venkat, H., Askew, M., Watson, A. & Mason, J. (2019) Architecture of Mathematical Structure. FLM 39(1), 19-23.
• Biza, I., Hewitt, A., Watson, A., Mason, J. (2019) Generalization Strategies in Finding the nth Term Rule for Simple Quadratic Sequences. International Journal of Science and Mathematics Education, (), 1-22 DOI 10.1007/s10763-019-10009-0
• Watson, A. & Mason, J. (2018) A tale of two digital games: How discussion can augment personal narratives. In R. Zazkis & P. Herbst (eds) Scripting approaches in mathematics education: Mathematical dialogues in research and practice.  73-88. Springer Publishers.
• Al-Murani, T., Kilhamn, C., Morgan, D., & Watson, A. (2018). Opportunities for learning: the use of variation to analyse examples of a paradigm shift in teaching primary mathematics in England. Research in Mathematics Education, 1-19.
• Watson, A., Ayalon, M., & Lerman, S. (2018). Comparison of students’ understanding of functions in classes following English and Israeli national curricula. Educational Studies in Mathematics, 97(3), 255-272.
• Ayalon, M., Watson, A. & Lerman, S. (2016) Students’ conceptualisations of function revealed through definitions and examples. Research in Mathematics Education. 19(1), 1-19
• Watson, A. (2016) Pedagogy of variations: synthesis of various notions of variation pedagogy in Huang, R. & Li, Y. (eds.) Teaching and learning mathematics through variation. p85-105. Rotterdam: Sense Publishers
• Ayalon, M., Watson, A. & Lerman, S. (2016) Reasoning about variables in 11 to 18 year olds: informal, schooled and formal expression in learning about functions. Mathematics Education Research Journal. 28(3), 379-404.
• Ayalon, M., Watson, A., & Lerman, S. (2015). Progression Towards Functions: Students’ Performance on Three Tasks About Variables from Grades 7 to 12. International Journal of Science and Mathematics Education, 90(3), 321-339
• Ayalon, M., Watson, A. and Lerman, S. (2015) Functions represented as linear sequential data: relationships between presentation and student responses Educational Studies in Mathematics.Online DOI 10.1007/s10649-015-9628-9
• Watson, A. and Ohtani, M. (2015) Themes and issues in mathematics education concerning task design: Editorial introduction. In Watson, A. and Ohtani, M. (eds.) Task Design in Mathematics Education: An ICMI study.  (pp. 3-18 ) Heidelberg: Springer
• Watson, A. and Thompson, D. (2015) Design issues related to text-based tasks. In Watson, A. and Ohtani, M. (eds.) Task Design in Mathematics Education: An ICMI study.  (pp.143-190) Heidelberg: Springer.
• Watson, A., De Geest, E. (2014) Department-initiated change. Educational Studies in Mathematics, 87(3), 351-368.

Selected Books

• Watson, A. (2021) Care in Mathematics Education: Alternative educational spaces and practices. Palgrave Macmillan.
• Watson, A. (ed.) (2018) Variation in mathematics: A collection of writings from ATM Mathematics Teaching. Association of Teachers of Mathematics, Derby, UK.
• Watson, A. and Ohtani, M. (2015) (Eds.) Task Design in Mathematics Education: An ICMI study.  Heidelberg: Springer.
• Watson, A.,  Jones, K. and Pratt, D. (2013)  Key Ideas in Teaching Mathematics: Research-based guidance for ages 9-19 (Oxford University Press + Nuffield website)
• Watson and P. Winbourne (eds.) (2007) New Directions for Situated Cognition in Learning Mathematics, pub. Springer
• Watson, A. (2006) Raising Achievement in Secondary Mathematics Maidenhead, Open University Press
• Watson, A. and Mason, J. (2005) Mathematics as a constructive activity: learners generating examples. Lawrence Erlbaum Publishers.

David Phillips is Emeritus Professor of Comparative Education, and Emeritus Fellow of St Edmund Hall.

A linguist by origin, David Phillips now works exclusively on various aspects of comparative and international education, with a particular focus on policy issues in historical context. He is the author of many publications, especially on education in Germany (more particularly in the post-war and post-unification periods) and on policy ‘borrowing’ in education. He has edited  Comparative Education, Research in Comparative and International Education, and the Oxford Review of Education and  and serves on the editorial boards of various other journals; he also edits the book series Oxford Studies in Comparative Education. He is co-chair of the Anglo-German Educational Research Group (www.aerg.org)

He has been Chair of the British Association for Comparative and International Education (BAICE). In 1990-91 he served on a commission of the German Wissenschaftsrat which reported to the German government on the future of teacher education in the territory of the former German Democratic Republic, and he has (2003-4) been a member of a commission appointed by the Minister for Science, Culture and the Arts in Baden-Württemberg with the task of evaluating educational studies in higher education in that state of the Federal Republic of Germany. He has evaluated projects for the Deutsche Forschungsgemeinschaft and for other research bodies. He is a Fellow of the Social Sciences Academy and a Fellow of the Royal Historical Society.

Professor Phillips’s main teaching involved theoretical and methodological issues in comparative education, educational policy in Western Europe (particularly EU countries) and in Eastern Europe, in Japan, and in the United States. Many of his doctoral students focused on education in Germany and Japan, and on a range of topics involving education and training policy in the European Union as well as on aspects of educational policy borrowing in a variety of contexts.

Professor of Sociology of Education in the Department of Education from 2010-2015, and before that Director of the Centre for Educational Sociology (CES), University of Edinburgh, Jenny also worked at Strathcyde, Keele, UWE Bristol, and the Open University.

She is an Honorary Professorial Visiting Fellow in the School of Social and Political Sciences, the University of Edinburgh, and has an attachment to the University of Umea, Sweden. She is a Fellow of the British Academy and has been a visiting scholar at Helsinki University, Finland. She holds an honorary doctorate from Turku University, Finland and is a member of the ESF College of Expert Reviewers. She teaches on the EU funded summer school in European Education Studies (SUSEES). The MOOC may be accessed here http://www.susees.eu/mooc-2017-lecture-2-governing-education-europe-changing-role-knowledge/

Research

Jenny is currently investigating the relationship between knowledge and policy in recovery planning for education across the UK after Covid. Jenny’s recent funded research was a Leverhulme Emeritus Fellowship, on Governing Education: knowledge and policy in England and Scotland since 1986. The study investigates the changing relationship between knowledge and policy in governing education in the period 1986-2015 in England and Scotland.

Jenny also continues to research and publish on education policy with a focus on governance and governing, through investigation of the resources that are being mobilized by new governing forms and through new policy technologies. She works in collaboration with colleagues in the UK and Europe, located in a variety of disciplines-including political science and social policy.

Ian is former President of BERA, 2013-2015. At OUDE he was Director of Professional Programmes and led the development of the Oxford Education Deanery.Before moving to Oxford, Ian was Professor of Teacher Education at the University of Glasgow. Prior to that he held posts at the University of the West of Scotland (Dean of Education and Media), London Metropolitan University (Head of School of Education), University of the West of England and the University of Gloucestershire.

Ian was President of the Scottish Educational Research Association from 2005–07 and chaired the Research and Development Committee of the Universities’ Council for the Education of Teachers from 2008-11. He is a Fellow of the Academy of Social Sciences and a Fellow of the Royal Society of Arts and is a Visiting Professor at Bath Spa University and Ulster University and an Honorary Professor at the University of Exeter. Since 2018 he has been a Senior Research Associate at Kazan Federal University, Russia.

Herb completed a BA (Hons) Psychology at Indiana University in 1968. After that, he achieved an MA at Indiana before moving to UCLA to complete a DPhil in Psychology in 1974.

Shortly after, he was appointed Head of Evaluation Research Services at University of Southern California for 5 years, before moving to Sydney, Australia in 1980 to take a position as Lecturer, and then Senior Lecturer, at Sydney University.

At the same time, he was a Reader in Education. He held these posts until 1990, when he joined the University of Western Sydney. Over the next 15 years at that institution, he served a number of roles, including Research Professor of Education, Professor of Psychology, Dean of Graduate Research Studies, Pro-Vice Chancellor of Research, and Director of Self-concept Enhancement and Learning Facilitation (SELF) Research Centre. Indeed, in 1997 he founded the SELF Research Centre, which now has over 450 members, including many of the top self-concept researchers in the world, and satellite centres at leading Universities in Australia, Europe, North America, and Asia (see http://self.uws.edu.au/). He served as Director of SELF until he departed at the start of 2006 to become a Professor at the University of Oxford.

Herb has supervised scores of Honours-level and Doctoral candidates. Some of his recent PhD supervisions have been in the areas of self-concept theory and intervention, motivation, scale development, bullying, mental toughness in elite athletes, the peer review process, and eating disorders, among others. They generally employ complex quantitative research techniques

Research

Herb Marsh is widely published with 350 articles in more than 70 different journals, 60 chapters, 14 monographs, and 350 conference papers; and co-edits the International Advances in Self Research monograph series. In the most important journals in his disciplines over the last quarter century he is the most frequently published author in American Educational Research Journal (29 articles) and the Journal of Sport & Exercise Psych (21 articles), and second most frequently published author in Journal of Educational Psychology (61 articles). He has a total of 276 journal articles listed in ISI that have been cited a total of more than 11,00 times – including 55 articles with at least 55 citations (ISI H index = 55) and one article with more than 1,100 citations.

He has been recognized as the most productive educational psychologist in the world, as one of the top 10 international researchers in Higher Education and in Social Psychology, and the 11th most productive researcher in the world across all disciplines of psychology. He is a highly cited researcher on ISI’s list of the “world’s most cited and influential scientific authors over a sustained period according to a common standard that covers all countries and all scientific disciplines” (http://isihighlycited.com/), one of only a few UK social science researchers to achieve this recognition and one of the few anywhere to achieve this distinction in two different categories (general social sciences and psychology/psychiatry; presently there is no classification for education).

He has reviewed articles for more than 75 journals and has been on the editorial boards of 14 international journals (J. Ed Psych; Am Ed Res J; Child Devel; Perspectives on Psych Sci; J Pers & Soc Psych; Structural Equation Modelling; Inter J of Sport Psych; Ed & Psych Measurement; J Exp Educ; Educ Res and Eval; J Sport & Exercise Psych; Int J of Sport & Exercise Psych; J of Contemporary Ed Psych; Organizational Res Methods; Multivariate Behavioral Res).

He has served on external advisory committees for the: Scientific Advisory Board of the German Max Planck Institute (Education and Human Development, Berlin); Hong Kong Institute of Educational Research, Chinese University of Hong Kong; Social Sciences and Humanities for the Swiss Federal Institute of Technology in Zürich (Zürich ETH); and the International Research School “The Life Course: Evolutionary and Ontogenetic Dynamics” co-organised by the Univ of Michigan (USA), Univ of Virginia (USA), Humboldt University (Germany), Free University (Germany) and the Max Planck Institute.

Professor Marsh’s research has consistently attracted external funding, including a 100% success record on 24 proposals to the highly competitive Australian Research Council during the last 25 years as well as more recent United Kingdom grants from the Economic and Social Research Council, Higher Education Funding Council for England, and Higher Education Authority.

Other international awards include a Career Achievement Award from the American Educational Research Association, the prestigious Wen Lin Visiting Professorship from The Chinese University of Hong Kong, a visiting travelling fellowship from the British Psychological Society, Fellow of the Australian Academy of Social Sciences and the Society of Multivariate Experimental Psychology, and many keynote presentations at international conferences including the presidential invited keynote addresses for 2007 meetings of both the British Educational Research Association and the American Educational Research Association. In 2008 Professor Marsh was awarded the ESRC Professorial Fellowship which provides professorial salary, support staff and infrastructure for an extended research programme, a highly competitive fellowship awarded to only 3-5 social science researchers across all of the UK.

Major research/scholarly interests

Self-concept and Motivational constructs: Theory, Measurement, Research, Enhancement; Teaching Effectiveness and Its Evaluation: Theory, measurement, research, and enhancement; Higher Education with a particular emphasis on students’ evaluation of teaching and relations between teaching and research; Developmental Psychology; Quantitative analysis, particularly confirmatory factor analysis, structural equation modelling, multilevel modelling; Sports psychology with a particular focus on physical self-concept and motivation; health psychology with a focus on motivational aspects of health related physical activity, physical fitness, and eating disorders; The peer review process in relation to both journals and research grants; Peer support and anti-bullying interventions.

Ingrid Lunt is a psychologist by background, and joined the Oxford Department of Education in 2005, having previously worked for 20 years at the Institute of Education, University of London.

She was Director of Graduate Studies for 5 years, and the first Director of the new ESRC Doctoral Training Centre (DTC) in the Social Sciences.

She has been President of the British Psychological Society (1998-1999), President of the European Federation of Psychologists Associations (1993-1999), and Vice President of the International Union of Psychological Science (2004-2008).

She has carried out research in the field of special educational needs and inclusive education, and more recently in the area of higher education, in particular higher professional education, and doctoral education. For the past 20 years she has been leading a project, initially funded by the European Union, which has been developing a common qualifications framework for psychologists across Europe.

Research

Ingrid’s research interests include higher professional learning, doctoral education, comparative higher education policy in European countries.

Publications

Selected publications include:

• Scott D., Brown A., Lunt I., Thorne L. (2004) Professional Doctorates: Integrating professional and academic knowledge. Open University Press and SRHE
• Klenowski V. and Lunt I. (2008) Enhancing Learning at Doctoral Level through the use of reflection? Assessment and Evaluation in Higher Education 33, 2, 203-217.
• Lunt I. (2008) Psychologist qualifications in Europe: Common standards for quality and mobility. Australian Psychologist 43, 4, 222-230
• Lunt I. (2008) Beyond tuition fees? The legacy of Blair’s government to higher education. Oxford Review of Education 34, 6, 741-752
• 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
• Lunt I. (2011) EuroPsy: the development of standards and competence of psychologists. European Psychologist 16, 2, 104-111
• Lunt I. and Peiro J. M. (2012) The Bologna Process, education and assessment in psychology. In Ed. D. Dunn, S.C Baker, C.M Mehrota, R.E. Landrum, M.M McCarthy Assessing teaching and learning in psychology: current and future perspectives. Wadsworth Publishing, Belmont CA.
• Lunt I., McAlpine L., Mills D. (2014) Lively bureaucracy: the ESRC’s Doctoral Training Centres and UK universities. Oxford Review of Education 40, 2, 151-170
• Lunt I. (2014) International frameworks for psychology education and training: a European perspective. In R. Silbereisen, P. Ritchie, J. Panday (eds.) Psychology Education and Training : a global perspective. Hove: Psychology Press
• Clarke, G. and Lunt, I. (2014) The concept of ‘originality’ in the PhD: how is it interpreted by examiners? Assessment and Evaluation in Higher Education, 39 (7), 803-820.
• Lunt I., Peiró J.M., Poortinga Y.H., Roe R.A. (2015) EuroPsy: Standards and Quality in Education for Professional Psychologists. Göttingen: Hogrefe Pub.

Geoffrey Walford is Emeritus Professor of Education Policy and an Emeritus Fellow of Green Templeton College at the University of Oxford.

He was previously Reader in Education Policy at Oxford, and Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham.

He has academic degrees from Oxford, Kent, London and the Open Universities, has authored or edited more than 40 books, and published rather too many academic articles and book chapters. He was Joint Editor of the British Journal of Educational Studies from 1999 to 2002, and was Editor of the Oxford Review of Education from 2004 to 2010. He remains as a Deputy Editor of Ethnography and Education and serves on several editorial boards.

Professor Walford’s main research foci are the relationships between central government policy and local processes of implementation, private schools, choice of schools, religiously-based schools, and ethnographic research methodology. He remains engaged with various scholarly writing activities working, in particular, on issues connected to private schooling for the poor and social justice. He was awarded a DLitt from Oxford University in 2016.

Publications

Major articles and book chapters

• Geoffrey Walford (2024) ‘Learning to Labour and the labour of learning: A question of research methods.’ Ethnography and Education, 19, 1, pp. 1-16.
• Geoffrey Walford (2024) ‘The Radcliffe Observatory, Oxford: New light on its building history.’ The Georgian Group Journal, 32, pp. 201-222.
• Geoffrey Walford (2023) ‘Low-fee private schools.’  In Bob Tierney, Fazal Rizvi and Kadriye Wrcikan (editors-in-chief); Fazal Rizvi and Jason Beech (eds.) Section 1, Globalization and shifting geopolitics of education, International Encyclopedia of Education 4^th edition, Vol 1 (Oxford: Elsevier) pp.355-365.
• Geoffrey Walford (2022) ‘Country houses repurposed as private schools: what might be the motivations?’  Oxford Review of Education, 48, 1, pp. 14-27.
• Geoffrey Walford (2021) ‘Country houses repurposed as private schools: building on inequality.’ Oxford Review of Education, 47, 3, pp. 369-385.
• Geoffrey Walford (2021) ‘What is worthwhile auto-ethnography? Research in the age of the selfie.’ Ethnography and Education, 16, 1, pp. 31-43.
• Geoffrey Walford (2020) ‘Interviews and interviewing in the ethnography of education.’ In George W. Noblit. (ed.) Oxford Encyclopedia of Qualitative Research Methods in Education (New York: Oxford University Press) (Reprint) pp. 672-685.
• Geoffrey Walford (2020) ‘Ethnography is not qualitative.’ Ethnography and Education, 15, 1, pp. 122-136.
• Geoffrey Walford (2019) ‘The provenance of Stowe. Percy Warrington: the founder schools wished to forget.’ History of Education Researcher, 104, pp. 100-108.
• Geoffrey Walford (2018) ‘The impossibility of anonymity in ethnographic research.’ Qualitative Research, 18, 5, pp. 516-525.
• Geoffrey Walford (2018) ‘Interviews and interviewing in the ethnography of education.’Oxford Research Encyclopedia of Education, Editor in Chief: George W. Noblit. On-line. DOI: 10.1093/acrefore/9780190264093.013.320, May, pp. 20.
• Geoffrey Walford (2018) ‘Recognisable continuity. A defence of multiple methods.’ In Dennis Beach, Carl Bagley, and Sofia Maques da Silva (eds.) The Wiley Handbook of Ethnography of Education (London, Wiley) pp. 17-29.
• Geoffrey Walford (2017) ‘Ruling-class classification and framing.’ In Agnés Van Zanten (ed.) Elites in Education, Volume 2, National Traditions and Cosmopolitism in Elite Education. (London, Routledge) (Reprint)
• Geoffrey Walford (2016) ‘Ethnographic methodology: A Virtual Special Issue of Ethnography and Education. Introduction.’ Ethnography and Education.
• Geoffrey Walford (2015) ‘The globalisation of low-fee private schools’ In Joseph Zajda (ed.) Second International Handbook on Globalisation, Education and Policy Research (Amsterdam, Springer) ISBN: 978-94-017-9492-3, pp. 309-20.
• Geoffrey Walford (2014) ‘Site selection within comparative case study and ethnographic research.’ (Reprint) In Malcolm Tight (ed.) Case Studies (London, Sage)
• Ian Macpherson, Susan Robertson and Geoffrey Walford (2014) ‘An introduction to privatisation, education and social justice.’ In Ian Macpherson, Susan Robertson and Geoffrey Walford (eds.) Education, Privatisation, and Social Justice: Case studies from Africa, South Asia, and South East Asia (Abingdon, Symposium) pp. 9-24.
• Ingrid Lunt and Geoffrey Walford (2014) ‘Contributions to the sociology of education: Past, present and future. A Festschrift for John Furlong.’ Oxford Review of Education, 40, 4, pp. 411-414.
• Geoffrey Walford (2014) ‘From City Technology Colleges to Free schools: Ideas of social justice.’ Research Papers in Education, 29, 3, pp. 315-329.
• Geoffrey Walford (2014) ‘Introduction: Academies, Free Schools and social Justice.’ Research Papers in Education, 29, 3, pp. 263-267.
• Geoffrey Walford (2013) ‘The development of private and public schools in England.’ In Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.) Privatschulen versus staatliche Schulen (Wiesbaden, Germany: Springer Fachmedien Wiesbaden) pp. 89-102.  ISBN: (pb) 978-3-531-18199-8; (e-book) 978-3-531-18978-9.
• Geoffrey Walford (2013) ‘Low-fee private schools: a methodological and political debate.’ In Prachi Srivastava (ed.) Low-Fee Private Schooling: Aggravating equity or mitigating disadvantage? (Oxford: Symposium Books) pp. 199-213. ISBN: 978-1-873927-91-5.
• Geoffrey Walford (2013) ‘State support for private schooling in India: What do the evaluations of the British Assisted Places Schemes suggest?’ Oxford Review of Education, 39, 4, pp. 533-547.
• Geoffrey Walford (2013) ‘The development of private and public schools in England.’ In Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.) Privatschulen versus staatliche Schulen (Wiesbaden, Germany: Springer Fachmedien Wiesbaden) pp. 89-102.
• Geoffrey Walford (2013) ‘Low-fee private schools: a methodological and political debate.’ In Prachi Srivastava (ed.) Low-Fee Private Schooling: Aggravating equity or mitigating disadvantage? (Oxford, Symposium Books) pp. 199-213.
• Geoffrey Walford (2012) ‘Researching the powerful in education: a re-assessment of the problems.’ International Journal for Research and Method in Education, 35, 2, pp. 111-118
• Geoffrey Walford (2011) ‘Globalization and low-fee private schools?’ Educational Practice and Theory, 33, 1, pp. 37-50.
• Geoffrey Walford (2011) ‘The Oxford Ethnography Conference: A place in history?’ Ethnography and Education, 6, 2, pp. 133-145.
• Geoffrey Walford (2011) ‘Low-fee private schools in England and in less economically developed countries. What can we learn from a comparison?’ Compare, 41, 3, pp. 401-413.
• Eric Tucker, Madhu Viswanathan and Geoffrey Walford (2010) ‘Reflections on social measurement:  How social scientists generate, modify, and validate indicators and scales.’ In Geoffrey Walford, Eric Tucker and Madhu Viswanathan (eds.) The Sage Handbook of Measurement(London, Sage) pp. 1-5.
• Geoffrey Walford (2010) ‘Faith-based schools in England after ten years of Tony Blair’, in Geoffrey Walford (ed.) Blair’s Educational Legacy? (London, Routledge) pp. 52-62.
• Geoffrey Walford (2009) ‘For ethnography?’ Ethnography and Education, 4, 3, pp. 273-284.
• Geoffrey Walford (2009) ‘Private schools in England.’ Zeitschrift für Pädagogik, 55, 5, pp. 716- 731.
• Geoffrey Walford (2009) ‘The practice of writing ethnographic fieldnotes.’ Ethnography and Education, 4, 2, pp. 117-130.
• Geoffrey Walford (2009) ‘Symposium review of: John Beck, Meritocracy, Citizenship and Education’ (with Anthony Giddens and Yoshiko Nozaki) British Journal of Sociology of Education, 30, 1, pp. 97-105.
• Geoffrey Walford (2008) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’ In Paul Atkinson and Sara Delamont (eds.) Representing Ethnography (London, Sage) pp. 147-162.
• Geoffrey Walford (2008) ‘Selecting sites, and gaining ethical and practical access.’ In Geoffrey Walford (ed.)How to do Educational Ethnography (London, Tufnell Press) pp. 16-38.
• Geoffrey Walford (2008) ‘The nature of educational ethnography.’ In Geoffrey Walford (ed.) How to do Educational Ethnography (London, Tufnell Press) pp. 1-15.
• Martin Forsey, Scott Davies and Geoffrey Walford (2008) ‘The globalisation of school choice: an introduction to key issues and concerns.’ In Martin Forsey, Scott Davies and Geoffrey Walford (eds.) The Globalisation of School Schoice? (Abingdon, Symposium Books) pp. 9-25.
• Geoffrey Walford (2008) ‘School choice in England: globalisation, policy borrowing or policy corruption? In Martin Forsey, Scott Davies and Geoffrey Walford (eds.) The Globalisation of School Schoice? (Abingdon, Symposium Books) pp. 95-109.
• Geoffrey Walford (2008) ’Faith-based schools in England after 10 years of Tony Blair.’ Oxford Review of Education, 34, 6, pp. 689-699.
• Geoffrey Walford (2008) ‘Muslim schools in England and the Netherlands: sustaining cultural continuity.’ In Zvi Bekerman and Ezra Kopelowitz (eds.) Cultural Education – Cultural Sustainability: Minority, diaspora, indigenous and ethno-religious groups in multicultural societies. (London, Routledge)
• Geoffrey Walford (2007) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’ In Alan Bryman (ed.) Qualitative Research 2, Volume 3 Issues of Representation and reflexivity (London, Sage) pp. 214-229.
• Geoffrey Walford (2007) ‘Classification and framing of interviews in ethnographic interviewing. Ethnography and Education, 2, 2, pp. 145-157.
• Geoffrey Walford and Prachi Srivastava (2007) ‘Examining Private Schooling in Less Economically Developed Countries: Key Issues and New Evidence.’ In Prachi Srivastava and Geoffrey Walford (2007) (eds.) Private Schooling in Less-Economically Developed Countries: Asian and African perspectives (Abingdon, Symposium Books)
• Geoffrey Walford (2007) ‘Everyone generalizes, but ethnographers should resist doing so.’ In Geoffrey Walford (ed.) Methodological Developments in Ethnography (Studies in Educational Ethnography, Volume 12) (Amsterdam, New York, Oxford, Elsevier)
• Geoffrey Walford (2006) ‘New Christian schools in England: What are the equity mplications?’ International Journal of Learning, 13, 5, pp. 167-176.
• Geoffrey Walford (2006) ‘From City Technology Colleges to sponsored grant-maintained schools.’ In David Phillips and Geoffrey Walford (eds.) Tracing Education Policy. Selections from the Oxford Review of Education(London, Routledge) pp. 359-375.
• Geoffrey Walford (2006) ‘Introduction: education and the Labour Government.’ In Geoffrey Walford (ed.) Education and the Labour Government. An evaluation of two terms. (London, Routledge).
• Geoffrey Walford (2005) ‘Learning and the local community: Is community involvement always a good thing?’ International Journal of Learning, 11, pp. 1219-1225.
• Geoffrey Walford (2005) ‘Research ethical guidelines and anonymity.’ International Journal of Research and Method in Education, 28, 1, pp. 83-93.
• Holger Daun, Reza Arjmand and Geoffrey Walford (2004) ‘Muslims and education in a global context.’ In Holger Daun and Geoffrey Walford (eds.) Educational Strategies among Muslims in the Context of Globalization. Some National Case Studies. (Leiden, Boston, Brill) pp. 5-36.
• Geoffrey Walford (2004) ‘Private schooling in England’ (in Chinese) Journal of Non-Government Educational Development, 103, pp. 55-60.
• Geoffrey Walford (2004) ‘When tradition meets modern law: changing the role of the Oxford University Proctors.’ Research in Education, 72, pp. 103-114.
• Geoffrey Walford (2004) ‘No discrimination on the basis of irrelevant qualifications.’ Cambridge Journal of Education, 34, 3, pp. 353-361.
• Geoffrey Walford (2004) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’Qualitative Research, 4, 3, pp. 403-417.
• Geoffrey Walford (2003) ‘Country Report on school-based management in England.’ Precedings of the Third International Forum on Educational Reform Education Decentralization Revisited: School-Based Management(Bangkok, Office of the Education Council) pp. 1-23.
• Geoffrey Walford (2003) ‘Separate schools for religious minorities in England and the Netherlands: using a framework for the comparison and evaluation of policy.’Research Papers in Education , 18, 3, pp 1-19.
• Geoffrey Walford (2003) ‘School choice, educational change and inequality in England.’ In The Organising Committee (eds.) Proceedings of the 37^th Annual Conference of the Japan Educational Administration Society(Tokyo, Dojidai Sha, Nichi-nichi Kyoiku Bunko)  pp. 19-49 (in Japanese) pp.147-172 (in English).
• Geoffrey Walford (2003) ‘Muslim schools in Britain.’ In Geoffrey Walford (ed.) British Private Schools: research on policy and practice. (London, Woburn Press) pp. 158-174.
• Geoffrey Walford (2003) ‘Introduction.’ In Geoffrey Walford (ed.) British Private Schools: research on policy and practice. (London, Woburn Press) pp. 1-8.
• Geoffrey Walford (2003) ‘School choice and educational change in England and Wales.’ In  David N. Plank and Gary Sykes (eds.) Choosing Choice: School Choice in International Perspective (New York & London, Teachers College Press) pp. 68-91.
• Geoffrey Walford (2002) ‘Education.’ In W. S. F. Pickering (ed.) Durkheim Today, New York, Oxford, Berghahn Books,  pp. 105-115.
• Geoffrey Walford (2002) ‘Introduction.’ In Geoffrey Walford (ed.) Doing a Doctorate in Educational Ethnography (Studies in  Educational Ethnography, Volume 7) Amsterdam, New York, Oxford, JAI, pp. 1-8.
• Geoffrey Walford (2002) ‘When policy moves fast, how long can ethnography take?’ In Bradley A. U. Levinson, Sandra L. Cade, Ana Padawer and Ana Patricia Elvir (eds.) Ethnography and Education Policy Across the Americas, Westport, CT, Praeger,  pp. 23-38.
• Geoffrey Walford (2002) ‘Why don’t we name our research sites?’ In Geoffrey Walford (ed.) Educational Ethnography and Methodology, (Studies in Educational Ethnography, Volume 6) Amsterdam, New York, Oxford, JAI, pp. 95-105.
• Geoffrey Walford (2002) ‘Educational reform and sociology in England and Wales.’ In David L. Levinson, Peter W. Cookson, Jr., and Alan R. Sadovnik (eds.) Education and Sociology: An Encyclopaedia, New York and London, RoutledgeFalmer, pp. 211-219.
• Geoffrey Walford (2002) ‘Classification and framing of the curriculum in evangelical Christian and Muslim schools in England and the Netherlands.’ Educational Studies, 28, 4, pp. 403-419.
• Geoffrey Walford (2002) ‘Redefining school effectiveness.’ Westminster Studies in Education, 25, 1, pp. 47-58.
• Geoffrey Walford (2001) ‘The state and civil society in education in England: past developments and current problems.’ In Heinz-Dieter Meyer and William Lowe Boyd (eds.) Education between State, Markets, and Civil Society: Comparative perspectives, Mahwah, NJ & London, Lawrence Erlbaum Associates, pp. 81-100.
• Geoffrey Walford (2001) ‘Privatization in industrialized countries.’ In Henry M. Levin (ed.) Privatizing Education. Can the marketplace deliver choice, efficiency, equity, and social cohesion? Boulder, CO  & Oxford, Westview Press, pp. 178-200.
• Geoffrey Walford (2001) ‘From common schooling to selection? Affirming and contesting the comprehensive ideal, 1976-2001.’ In Robert Phillips and John Furlong (eds.)  Education, Reform and the State: Politics, Policy and Practice 1976-2001 London & New York, RoutledgeFalmer, pp. 45-57.
• Geoffrey Walford (2001) ‘Introduction: ethnography and policy.’ In Geoffrey Walford (ed.) Ethnography and Education Policy, (Studies in Educational Ethnography, Volume 4) Amsterdam, New York, Oxford, JAI, pp. 1-9.
• Geoffrey Walford (2001) ‘Durkheim, democracy and diversity: some thoughts on recent changes in England and Wales.’ In W S F Pickering (ed.) Emile Durkheim: Critical Assessments of Leading Sociologists. Volume VI,London & New York, Routledge, pp. 543-559.
• Geoffrey Walford (2001) ‘Introduction’ (to Education Section). In W S F Pickering (ed.) Emile Durkheim: Critical Assessments of Leading Sociologists. Volume VI, London & New York, Routledge, pp. 365-371.
• Geoffrey Walford (2001) ‘Funding for religious schools in England and the Netherlands. Can the piper call the tune?’ Research Papers in Education, 16, 4, pp. 359-380.
• Geoffrey Walford (2001) ‘Evangelical Christian schools in England and the Netherlands.’  Oxford Review of Education, 27, 4, pp. 529-541.
• Geoffrey Walford (2001) ‘Building identity through communities of practice: Evangelical Christian schools in the Netherlands.’ International Journal of Education and Religion, 2, 2, pp. 126-143.
• Geoffrey Walford (2001) ‘The fate of the new Christian schools: from growth to decline?’ Educational Studies,27, 4, pp. 465-477.
• Geoffrey Walford (2001) ‘Site selection within comparative case-study and ethnographic research.’ Compare, 31, 2, pp.151-164.
• Geoffrey Walford (2001) ‘Does the market ensure quality?’ Westminster Studies in Education 24, 1, pp. 23-33.
• Geoffrey Walford (2000) ‘School choice and social exclusion in England and Wales.’ In John Sayer and Johan Vanderhoven (eds.) School Choice, Equity and Social Exclusion, Leuven, Garant.
• Geoffrey Walford (2000) ‘Introduction.’ In Geoffrey Walford and Caroline Hudson (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI/Elsevier.
• Geoffrey Walford (2000) ‘First days in the field: gender and sexuality in an evangelical Christian school.’ In Geoffrey Walford and Caroline Hudson (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI/Elsevier.
• W S F Pickering and Geoffrey Walford (2000) ‘Introduction.’ In W. S.F. Pickering and Geoffrey Walford (eds.)Durkheim’s Suicide: a century of research and debate, London & New York, Routledge, pp. 1-10.
• Geoffrey Walford (2000) ‘What’s new about academic capitalism’ Learning & Managing, 6, 2, pp. 174-181.
• Geoffrey Walford (2000) ‘Government policy on private schooling in England’ Education and Society, 18, 1, pp. 25-43.
• Geoffrey Walford (2000) ‘From City Technology Colleges to sponsored grant-maintained schools’ Oxford Review of Education, 26, 2, pp. 145-158.
• Geoffrey Walford (2000) ‘A policy adventure: sponsored grant-maintained schools’ Educational Studies, 26, 2, pp. 247-262.
• Geoffrey Walford (1999) ‘L’enseignement privé en Angleterre: tendances récentes et problèmes soulevés’Carrefours de l’éducation, 8, pp. 126-139.
• Geoffrey Walford (1999) ‘Selling your way in: gaining access to research sites.’ In Alexander Massey and Geoffrey Walford (eds.) Explorations in Methodology, (Studies in Educational Ethnography, Volume 2)  Stamford, CT, JAI Press,  pp. 1-15.
• Geoffrey Walford (1999) ‘Educating religious minorities within the English state-maintained sector’International Journal of Educational Management, 13, 2, pp. 98-106.
• Geoffrey Walford (1998) ‘Durkheim, democracy and diversity: some thoughts on recent changes in England.’ In Geoffrey Walford and W. S. F. Pickering (eds.)  Durkheim and Modern Education, London & New York, Routledge, pp. 125-141.
• W. S. F. Pickering and Geoffrey Walford (1988) ‘Introduction: Durkheim and education.’ In Geoffrey Walford and W. S. F. Pickering (eds.) Durkheim and Modern Education, London & New York, Routledge, pp. 1-16.
• Alexander Massey and Geoffrey Walford (1998) ‘Children learning: Ethnographers learning.’ In Geoffrey Walford and Alexander Massey  (eds.) Children Learning in Context, (Studies in Educational Ethnography, Volume 1), Stamford, CT & London, JAI Press, pp. 1-18.
• Geoffrey Walford (1998) ‘Essay review: Is there a ‘new variant’ diploma disease?’ Oxford Review of Education, 24, 3,  pp. 405-409.
• David Rigoni and Geoffrey Walford (1998) ‘Questioning the quick-fix: Assertive Discipline and the 1997 Education White Paper’ Journal of Education Policy, 13, 3, pp. 443-452.
• Geoffrey Walford (1998) ‘Compulsive writing behaviour: getting it published.’ In Geoffrey Walford (ed.) Doing Research About Education, London & Washington D.C., Falmer, pp. 184-198.
• Geoffrey Walford (1998) ‘Research accounts count.’ In Geoffrey Walford (ed.) Doing Research About Education, London & Washington, D.C., Falmer, pp. 1-10.
• Geoffrey Walford (1998) ‘Reading and writing the small print: The fate of sponsored grant-maintained schools.’  Educational Studies, 24, 2, pp. 241-257.
• Geoffrey Walford (1997) ‘School choice and the common good: a reply to Brighouse’ Oxford Review of Education, 23, 4, pp. 517-521.
• Geoffrey Walford (1997)  ‘The 14-19 curriculum in private schools.’ In Sally Tomlinson (ed.) Education 14-19: Critical Perspectives, London & Atlantic Highlands, NJ, Athlone, pp. 101-112.
• Geoffrey Walford (1997) ‘Diversity, choice and selection in England and Wales’ Educational Administration Quarterly 33, 2, pp. 158-169.
• Geoffrey Walford (1997) ‘Sponsored grant-maintained schools: extending the franchise?’ Oxford Review of Education, 23, 1, pp. 31-44.
• Geoffrey Walford (1997) ‘Education and private schools.’ In Anthony Giddens (ed.) Sociology: Introductory readings, Cambridge, Polity, pp. 329-336.
• Steven Carroll and Geoffrey Walford (1997) ‘The child’s voice in school choice’ Educational Management and Administration, 25, 2, pp. 169-180.
• Geoffrey Walford (1997) ‘Privatization and selection.’ In Richard Pring and Geoffrey Walford (eds.) Affirming the Comprehensive Ideal, London, Falmer.
• Steven Carroll and Geoffrey Walford (1997) ‘Parents’ responses  to the school quasi-market’ Research Papers in Education, 12, 1, pp. 3-26.
• Geoffrey Walford (1997) ‘Power and responsibility in pressure group activity.’ In Keith Watson, Sohan Modgil and Celia Modgil (eds.)  Educational Dilemmas: Debate and diversity, London, Cassell,  pp. 247-253 and 264-265.
• Steven Carroll and Geoffrey Walford (1996) ‘A panic about school choice’ Educational Studies, 22, 3, pp. 393-407.
• Geoffrey Walford (1996)  ‘School choice and equity in England and Wales’  Oxford Studies in Comparative Education, 6, 1, pp. 49-62.
• Geoffrey Walford (1996) ‘Diversity and choice in school education: an alternative view’ Oxford Review of Education,  22, 2, pp. 143-154.
• Geoffrey Walford (1996)  ‘Faith-based grant-maintained schools: Selective international policy borrowing from The Netherlands’ in John Ahier, Ben Cosin and Margaret Hales (eds.) Diversity and Change: Education, policy and selection, London, Routledge, pp. 63-78.
• Geoffrey Walford (1995)  ‘The Northbourne amendments: Is the House of Lords a garbage can?’ Journal of Education Policy, 10 (5) pp. 413-425.
• Geoffrey Walford (1995) ‘Faith-based schools, diversity and inequity.’ In Gwen Wallace (ed.)  Schools, Markets and Management, Bournmouth, Hyde Publications, pp. 13-20.
• Geoffrey Walford (1995) ‘The Christian Schools Campaign – a successful educational pressure group?’ British Educational Research Journal, 21 (4) pp. 451-464.
• Geoffrey Walford (1995)  ‘Faith-based grant-maintained schools: Selective international policy borrowing from The Netherlands.’ Journal of Education Policy, 10 (2) pp. 245-257.
• Geoffrey Walford (1995) ‘Classification and framing in English public boarding schools.’  In Paul Atkinson, Brian Davies and Sara Delamont (eds.) Discourse and Reproduction. Essays in honor of Basil Bernstein, New Jersey, USA, Hampton Press, pp. 191-207.
• Geoffrey Walford (1994)  ‘A return to selection?’ Westminster Studies in Education, 17, pp. 19-30.
• Geoffrey Walford (1994) ‘Political commitment in the study of the City Technology College, Kingshurst.’  In David Halpin and Barry Troyna (eds.) Researching Education Policy: Ethical and Methodological Issues, London, Falmer, pp. 94-106.
• Geoffrey Walford (1994)  ‘The dilemma of choice in education.’ In Ian Lawrence (ed.) Education Tomorrow, London, Cassell, pp. 130-144.
• Geoffrey Walford (1994)  ‘Reflections on researching the powerful.’ In Geoffrey Walford (ed.) Researching the Powerful in Education, London, UCL Press, pp. 222-231.
• Geoffrey Walford (1994)  ‘Ethics and power in a study of pressure group politics.’ In Geoffrey Walford (ed.)Researching the Powerful in Education, London, UCL Press, pp. 81-93.
• Geoffrey Walford (1994) ‘A new focus on the powerful.’ In Geoffrey Walford (ed.) Researching the Powerful in Education, London, UCL Press, pp. 2-11.
• Geoffrey Walford (1994) ‘Educational choice, control and inequity.’ In David Scott (ed.) Accountability and Control in Educational Settings, London, Cassell, pp. 73-86.
• Colin Poyntz and Geoffrey Walford (1994) ‘The new Christian schools: A survey.’  Educational Studies, 20, 1, pp. 127-143.
• Geoffrey Walford (1994) ‘The new religious grant-maintained schools.’ Educational Management and Administration, 22, 2, pp. 123-130.
• Geoffrey Walford (1994)   ‘Weak choice, strong choice and the new Christian schools.’ In J. Mark Halstead (ed.)  Parental Choice and Education: Principles, policies and practice,  London, Kogan Page, pp. 139-150.
• Geoffrey Walford (1993)  ‘Self-managing schools, choice and equity.’ In John Smyth (ed.) A Socially Critical View of the Self-Managing School, Basingstoke, Falmer, pp. 229-244.
• Geoffrey Walford (1993)  ‘Selection for secondary schooling.’  In Briefings for the Paul Hamlyn Foundation National Commission on Education,  London, Heinemann, pp. 89-102.
• Geoffrey Walford (1993) ‘The real lessons in school reform from Britain.’ Educational Policy, 7, 2, pp. 212-222.
• Geoffrey Walford (1993) ‘Girls’ private schooling: past and present.’ In Geoffrey Walford (ed.) The Private Schooling of Girls: Past and present, London, Woburn Press, pp. 9-32.
• Geoffrey Walford (1992)  Selection for Secondary Schooling National Commission on Education Briefing Paper No. 7,  October.
• Geoffrey Walford (1992) ‘Educational reform in the 1980s: National case studies. Great Britain.’ In Peter W. Cookson, Jr., Alan R. Sadovnik and Susan F. Semel (eds.) International Handbook of Educational Reform, Westport, CT, USA, Greenwood Press, pp. 209-227.
• Geoffrey Walford (1992) ‘Educational choice and equity in Great Britain.’ Educational Policy (USA), 6, (2) pp. 123-138.
• Geoffrey Walford (1992) ‘The reform of higher education.’ In Madeline Arnot and Len Barton (eds.)  Voicing Concerns: Sociological Perspectives on contemporary educational reforms, Wallingford, Triangle Books, pp. 186-200.
• Sharon Gewirtz, Henry Miller and Geoffrey Walford (1991) ‘Parents’ individualist and collectivist strategies at the City Technology College, Kingshurst.’ International Studies in Sociology of Education, 1, pp. 173-191.
• Geoffrey Walford (1991)  ‘The changing relationship between government and higher education in Britain.’  In Guy Neave and Frans van Vught (ed.) Prometheus Bound. The changing relationship between government and higher education in Western Europe, Oxford, Pergamon, pp. 165-183.
• Geoffrey Walford (1991) ‘Researching the City Technology College, Kingshurst.’  In Geoffrey Walford (ed.)Doing Educational Research, London, Routledge, pp. 82-100.
• Geoffrey Walford (1991)  ‘Reflexive accounts of doing educational research.’ In Geoffrey Walford (ed.)  Doing Educational Research, London, Routledge, pp. 1-17.
• Geoffrey Walford (1991)  ‘Choice of school at the first City Technology College.’ Educational Studies, 17, 1, pp. 65-75.
• Geoffrey Walford (1991)  ‘City Technology Colleges: A private magnetism?’ In Geoffrey Walford (ed.)  Private Schooling: Tradition, change and diversity, London, Paul Chapman, pp. 158-76.
• Geoffrey Walford (1991) ‘The reluctant private sector: of small schools, people and politics.’ In Geoffrey Walford (ed.) Private Schooling: tradition, change and diversity, London Paul Chapman, pp. 115-32.
• Geoffrey Walford (1990)  ‘Developing choice in British education.’  Compare. A Journal of Comparative Education, 20, 1, pp 22-56.
• Geoffrey Walford (1990) ‘The 1988 Education Reform Act for England and Wales: Paths to privatization.’ Educational Policy, 4, 2, pp. 127-44.
• Mark H. Robson and Geoffrey Walford (1989) ‘Independent schools and tax policy under Mrs Thatcher.’ Journal of Education Policy, 4, 2, pp. 149-62.
• Geoffrey Walford (1989) ‘Scotland: Changes in government policy towards private schools.’ In Geoffrey Walford (ed.)  Private Schools in Ten Countries: Policy and practice, London, Routledge, pp. 32-56.
• Geoffrey Walford (1989)  ‘Private schools policy and practice in comparative perspective.’ In Geoffrey Walford (ed.) Private Schools in Ten Countries: Policy and practice, London, Routledge, pp. 1-7.
• Geoffrey Walford (1989)  ‘Bullying in public schools: Myth and reality.’ In Delwyn P. Tattum and David Lane (eds.) Bullying in Schools, London, Trentham Books, pp. 81-88.
• Geoffrey Walford (1988)  ‘Young people’s views about the Youth Training Scheme in Scotland.’ British Journal of Sociology of Education, 9, 4, pp. 437-51.
• Geoffrey Walford (1988)  ‘Shouts of joy and cries of pain: investigating young people’s comments on leaving school and entering the labour market.’ In David Raffe (ed.)  Education and the Youth Labour Market: Schooling and scheming, Lewes, Falmer, pp. 243-65.
• Geoffrey Walford, June Purvis and Andrew Pollard (1988)  ‘Ethnography, policy and the emergence of the new vocationalism.’  In Andrew Pollard, June Purvis and Geoffrey Walford (eds.) Education, Training and the New Vocationalism: Experience and policy, Milton Keynes, Open University Press, pp. 3-14.
• Geoffrey Walford (1988) ‘Training the elite – for education, training and jobs.’ Collected Original Resources in Education, 12, 1, pp. 1-19.
• Geoffrey Walford (1988)  ‘The privatisation of British higher education.’ European Journal of Education, 23, 1/2, pp. 47-64.
• Geoffrey Walford (1988)  ‘The Scottish Assisted Places Scheme. A comparative study of the origins, nature and practice of the APS in Scotland, England & Wales.’ Journal of Education Policy, 3, 2, pp. 137-53.
• Mark H. Robson and Geoffrey Walford (1988)  ‘U.K. tax policy and independent schools.’ British Tax Review, 2, pp. 38-54.
• Geoffrey Walford (1987)  ‘How important is the independent sector in Scotland’ Scottish Educational Review, 19, 2, pp. 108-21.
• Geoffrey Walford (1987)  ‘How dependent is the independent sector?’ Oxford Review of Education, 13, 3, pp. 275-96.
• Geoffrey Walford (1987)  ‘Research role conflicts and compromises in public schools.’  In Geoffrey Walford (ed.) Doing Sociology of Education, Lewes, Falmer, pp. 45-65.
• Geoffrey Walford (1987)  ‘The research process.’ In Geoffrey Walford (ed.) Doing Sociology of Education, Lewes, Falmer, pp. 1-15.
• Geoffrey Walford and Sïan Jones (1986) ‘The Solihull adventure. An attempt to reintroduce selective education.’  Journal of Education Policy, 1, 3, pp. 239-53.
• Geoffrey Walford (1986)  ‘Ruling-class classification and framing.’  British Educational Research Journal, 12, 2, pp. 183-95.
• Henry Miller and Geoffrey Walford (1986) ‘A case study of financial constraints in British universities.’ IHELG Monograph, Number 86/5, Institute for Higher Education Law and Governance, University of Houston, Texas, USA.
• Geoffrey Walford (1985)  ‘The influence of external pressure groups on the school curriculum: Two examples.’  Collected Original Resources in Education, 9, 2, pp. 1-45.
• Geoffrey Walford (1985)  ‘The construction of a curriculum area.’ British Journal of Sociology of Education, 6, 2, pp. 155-71.
• Henry Miller and Geoffrey Walford (1985)  ‘University cut and thrust.’  In Geoffrey Walford (ed.) Schooling in Turmoil, Beckenham, Croom Helm, pp. 244-68.
• Richard Thompson and Geoffrey Walford (1985)  ‘Teachers learning about industry: The two curricula and cultural disadvantage.’  In Geoffrey Walford (ed.) Schooling in Turmoil, Beckenham, Croom Helm, pp. 59-83.
• Geoffrey Walford (1984)  ‘The changing professionalism of public school teachers.’ In Geoffrey Walford (ed.) British Public Schools: Policy and practice, Lewes, Falmer, pp. 111-35.
• Geoffrey Walford (1984)   ‘The numbering of postgraduate research.’  Higher Education Review, 16, 2, pp. 61-65.
• Geoffrey Walford (1983)  ‘Science education and sexism in the Soviet Union.’  School Science Review, 85, 2, pp. 213-24.
• Geoffrey Walford (1983)  ‘Postgraduate education and the student’s contribution to research.’ British Journal of Sociology of Education, 4, 3, pp. 241-54.
• Geoffrey Walford (1983) ‘Research state and research style: A sociological analysis of postgraduate education.’  Collected Original Resources in Education, 7, 1, pp. 1-108.
• Geoffrey Walford (1983)  ‘Science textbook images and the reproduction of sexual divisions in society.’ Research in Science and Technological Education, 1, 1, pp. 65-72.
• Geoffrey Walford (1983)  ‘Parental attitudes and girls in physical science.’ School Science Review, 64, pp. 566-67.
• Geoffrey Walford (1983)  ‘Girls in boys’ public schools: A prelude to further research.’ British Journal of Sociology of Education, 4, 1, pp. 39-54.
• Leo Raby and Geoffrey Walford (1981) ‘Job status aspirations and their determinants for middle and lower stream pupils in an urban, multi-racial comprehensive school.’ British Educational Research Journal, 7, 2, pp. 173-81.
• Geoffrey Walford (1981)  ‘Classification and framing in higher education.’ Studies in Higher Education, 6, 2, pp. 147-58.
• Leo Raby and Geoffrey Walford (1981) ‘Career related attitudes and their determinants for middle- and low-stream pupils in an urban, multi-racial comprehensive school.’ Research in Education, 25, pp. 19-35.
• Geoffrey Walford (1980) ‘Why physics students start doctorates.’ Studies in Higher Education, 5, 1, pp. 77-80.

Books

• Geoffrey Walford (2006) Markets and Equity in Education London, Continuum, ISBN: 0 8264 8735 1.
• Geoffrey Walford (2005) Private Education: tradition and continuity
  London, Continuum, ISBN: 0 8264 8599 5.
• Geoffrey Walford (2001) Doing Qualitative Educational Research: a personal guide to the research process, London, Continuum. ISBN: 0-8264-4701-5,  0-8264-4702-3.
• Geoffrey Walford (2000) Policy, Politics and Education – sponsored grant-maintained schools and religious diversity, Aldershot, Ashgate. ISBN: 0-7456-1031-4.
• Geoffrey Walford (1996) Public School, Japanese edition of Life in Public Schools, translated by Yo Takeuchi. Japan, Sekai Shisosha Kyogakusha. ISBN: 4-7907-0626-5.
• Geoffrey Walford (1995) Educational Politics: Pressure groups and faith-based schools, Aldershot, Avebury, ISBN: 1-85628-907-9.
• Geoffrey Walford (1994) Choice and Equity in Education, London, Cassell, ISBN: 0-304-32775-1,  0-304-32774-3.
• Geoffrey Walford (1993) Contemporary British Education and Privatization, Japanese edition of Privatization and Privilege in Education with new forward and postscript, translated by Norio Iwahashi, Kyoto, Japan, Houritu-Bunka-sha, ISBN: 4589-01705-9.
• Geoffrey Walford and Henry Miller (1991) City Technology College, Milton Keynes, Open University Press, ISBN: 0335 09275 6.
• Geoffrey Walford (1990) Privatization and Privilege in Education, London & New York, Routledge, ISBN: 0415 04247 X,  0415 04248 8.
• Geoffrey Walford (1987) Restructuring Universities: Politics and power in the management of change, Beckenham, Croom Helm, ISBN: 07099 3694 X.
• Geoffrey Walford (1986) Life in Public Schools, London, Methuen, ISBN: 0416 37170 1,  0416 37180 9.
• Richard Thompson and Geoffrey Walford (1983) Teachers into Industry, Birmingham, AEEM, ISBN: 0903 703 14 9.

Edited books

• Prachi Srivastava and Geoffrey Walford (2018) Non-State Actors in Education in the Global South. London, Routledge. ISBN: 978-1-138-57067-2 (hb), 143 pp.
• Geoffrey Walford (2016)(ed.) Academies, Free Schools and social Justice (Didcot, Routledge) ISBN 13: 978-1-138-96007-7, 118 pp.
• Geoffrey Walford (2016)(ed.) Privatization, Education and Social Justice (Didcot, Routledge) ISBN 13: 978-1-138-59439-7, 150 pp.
• Ian Macpherson, Susan Robertson and Geoffrey Walford (eds.)(2014) Education, Privatisation, and Social Justice: Case studies from Africa, South Asia, and South East Asia (Abingdon, Symposium)
• Geoffrey Walford, Eric Tucker and Madhu Viswanathan (2010) (eds.) The Sage Handbook of Measurement (London, Sage) ISBN: 978-1-4129-4814-2.
• Geoffrey Walford (2010) (ed.) Blair’s Educational Legacy? (London, Routledge) ISBN: 0-415-48305-0.
• Geoffrey Walford (2008) (ed.) How to do Educational Ethnography, London, Tufnell Press, ISBN: 978-1-872767-92-5 (pb).
• Martin Forsey, Scott Davies and Geoffrey Walford (2008(eds.) The Globalisation of School VChoice? Abingdon, Symposium Books, ISBN: 978-1-873927-12-0 (pb).
• Prachi Srivastava and Geoffrey Walford (2007) (eds.) Private Schooling in Less-Economically Developed Countries: Asian and African Perspectives Abingdon, Symposium Books. ISBN: 978-1-873927-85-4 (pb).
• Geoffrey Walford (2007) (ed.) Methodological Developments in Ethnography (Studies in Educational Ethnography, Volume 12) Amsterdam, New York, Oxford, Elsevier.  ISBN: 0-7623-1437-0 (hb).
• David Phillips and Geoffrey Walford (2006) (eds.) Tracing Education Policy: Selections for the Oxford Review of Education Abingdon, Routledge. ISBN: 0-413-39861-4 (hb).
• Geoffrey Walford (2006) (ed.) Education and the Labour Government: an evaluation of two termsAbingdon, Routledge. ISBN: 0 415 36870 7 (hb).
• Geoff Troman, Bob Jeffrey and Geoffrey Walford (2005) (eds.) Methodological issues and practices in Ethnography. (Studies in Educational Ethnography, Volume 11) Amsterdam, New York, Oxford, Elsevier.  ISBN: 0-7623-1252-1 (hb).
• Geoff Troman, Bob Jeffrey and Geoffrey Walford (2004) (eds.) Identity, Agency, and Social Institutions in Educational Ethnography. (Studies in Educational Ethnography, Volume 10) Amsterdam, New York, Oxford, Elsevier. ISBN: 0-7623-1144-4 (hb).
• Bob Jeffrey and Geoffrey Walford (2004) (eds.)Ethnographies of Educational and Cultural Conflicts: Strategies and resolutions. (Studies in Educational Ethnography, Volume 9) Amsterdam, New York, Oxford, Elsevier. ISBN: 07623-11126 (hb).
• Holger Daun and Geoffrey Walford (2004) (eds.) Educational Strategies among Muslims in the Context of Globalization. Leiden, Brill. ISBN: 90-04-13675-4 (hb).
• Geoffrey Walford and W. S. F. Pickering (2003) (ed.) Durkheim and Modern Education, Japanese Edition. Tokyo, Tokyo Metropolitan University Press. ISBN: 4-88683-496-5 (hb).
• Geoffrey Walford (2003) (ed.) British Private Schools: research on policy and practice, London, Woburn Press. ISBN: 0-7130-0228-X,  0-7130-4048-3.
• Geoffrey Walford (2003) (ed.) Investigating Educational Policy through Ethnography, (Studies in Educational Ethnography, Volume  Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-1018-9 (hb).
• Geoffrey Walford (2002) (ed.) Doing a Doctorate in Educational Ethnography, (Studies in Educational Ethnography, Volume 7) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0906-7 (hb).
• Geoffrey Walford (2002) (ed.) Debates and Developments in Ethnographic Methodology, (Studies in Educational Ethnography, Volume 6) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0893-1.
• Phil Carspecken and Geoffrey Walford (2001) (eds.) Critical Educational Ethnography,
  (Studies in Educational Ethnography, Volume 5) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0797-8.
• Geoffrey Walford (2001) (ed.) Ethnography and Education Policy, (Studies in Educational Ethnography, Volume 4) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0768-4.
• Geoffrey Walford and Caroline Hudson (2000) (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0738-2.
• W. S. F. Pickering and Geoffrey Walford (2000) (eds.) Durkheim’s Suicide: a century of research and debate, London & New York, Routledge. ISBN: 0-415-20582-4.
• Alexander Massey and Geoffrey Walford (1999) (eds.) Explorations in Methodology, (Studies in Educational Ethnography, Volume 2) Stamford, CT, JAI Press. ISBN: 0-7623-0563-0.
• Geoffrey Walford and Alexander Massey (1998) (eds.) Children Learning in Context, (Studies in Educational Ethnography, Volume 1). London & Greenwich, CT, JAI Press. ISBN: 0-76230-436-7.
• Geoffrey Walford and W. S. F. Pickering (1998) (eds.) Durkheim and Modern Education, London & New York, Routledge. ISBN: 0-415-18168-2.
• Geoffrey Walford (1998) (ed.) Doing Research about Education, London & Washington D.C., Falmer. ISBN: 0-7507-0782-8,  0-7507-0783-6.
• Geoffrey Walford (1997) (ed.) Choice, Diversity and Equity in Secondary Schooling, Special Issue of Oxford Review of Education. ISSN:  0305-4985 .
• Richard Pring and Geoffrey Walford (1997) (eds.) Affirming the Comprehensive Ideal, London & Washington D.C., Falmer. ISBN: 0-7507-0619-8,  0-7507-0620-1.
• Geoffrey Walford (1996) (ed.) School Choice and the Quasi-Market, Special Issue of Oxford Studies in Comparative Education, Wallingford, Triangle Books. ISBN: 1-873927-23-1.
• Geoffrey Walford (1995) (ed.) La Otra Cara de la Investigación Educativa, Spanish edition of Doing Educational Research, translated by Javier Orduna Cosmen. Madrid, La Muralla. ISBN: 84-7133-646-4.
• Geoffrey Walford (1994) (ed.) Researching the Powerful in Education, London, UCL Press, ISBN: 1-85728-133-0, 1-85728-134-9.
• Geoffrey Walford (1993) (ed.) The Private Schooling of Girls: Past and present, London, Woburn Press, ISBN: 0-7130-0186-0.
• Geoffrey Walford (1992) (ed.) Privatne Skole. Iskustva u deset zemalja, Croatian edition of Private Schools in Ten Countries, translated by Mirna Varlandy Supek, Zagreb, Croatia, EDUCA Publishing House, ISBN: 86-7841-002-7.
• Geoffrey Walford (1991) (ed.) Doing Educational Research, London, Routledge, ISBN: 0415 05289 0,  0415 05290 4.
• Geoffrey Walford (1991) (ed.) Private Schooling: Tradition, change and diversity, London, Paul Chapman, ISBN: 185396 116 7.
• Geoffrey Walford (1989) (ed.) Private Schools in Ten Countries: Policy and practice, London & New York, Routledge, ISBN: 0415 03464 7.
• Andrew Pollard, June Purvis and Geoffrey Walford (1988) (eds.) Education, Training and the New Vocationalism: experience and policy, Milton Keynes & Philadelphia, Open University Press, ISBN: 0335 15845 5,  0335 15844 7.
• Geoffrey Walford (1987) (ed.) Doing Sociology of Education, Lewes & Philadelphia, Falmer, ISBN: 085000 145 6,  085000 146 4.
• Geoffrey Walford (1985) (ed.) Schooling in Turmoil, Beckenham, Croom Helm, ISBN: 07099 3618 4.
• Geoffrey Walford (1984) (ed.) British Public Schools: Policy and practice,
  Lewes & Philadelphia, Falmer, ISBN: 0905 273 84 2,  0905 273 83 4.

Anne’s main areas of research in Mathematics Education are exemplification and task design in mathematics teaching and learning, from a variation theory perspective; the role of mathematics education in social justice issues; the use of fine-grained approaches to analysis of mathematics interaction within socio-cultural perspectives and the school mathematics curriculum.

Detailed information, papers, presentations and activities can be found on her website at pmtheta.com and on researchgate.net.

Anne convened and co-edited an Study on Task Design for the International Committee on Mathematics Education and has co-authored a book about learning key ideas in secondary mathematics – Key Ideas in Teaching Mathematics for Oxford University Press.

Her most recent publication is the book: Care in Mathematics Education published by Palgrave-Macmillan.

She is a member of the Association of Teachers of Mathematics (ATM), the British Society for Research into the Learning of Mathematics, the International Group for the Psychology of Mathematics Education and the Higher Education Academy and the Canadian Mathematics Education Study Group. She is a Fellow of the International Society for Design and Development in Education.  In retirement she runs, with her husband John Mason, free workshops for teachers and others on key conceptual themes that run throughout mathematics (see pmtheta@home on pmtheta.com).

Anne is a member of the Quaker Values in Education Group of the Society of Friends, see: Rowe, D. and Watson, A. (eds.) (2018)  Faith and Experience in Education: essays on Quaker perspectives. London: Trentham Press.

Activities in curriculum

• Two syntheses of research about how children learn mathematics for the Nuffield Foundation: Key Understandings in Learning Mathematics (with Nunes and Bryant) and Key Ideas in Teaching Mathematics (with Jones and Pratt).
• Member of the expert drafting panel for the primary and secondary mathematics National Curriculum for the Department for Education.
• Curriculum Advisor to the Welsh Assembly.

Publications

Selected recent papers

• Biza, I., Hewitt, A., Watson, A., Mason, J. (2019) Generalization Strategies in Finding the nth Term Rule for Simple Quadratic Sequences. International Journal of Science and Mathematics Education, (), 1-22 DOI 10.1007/s10763-019-10009-0
• Venkat, H., Askew, M., Watson, A. & Mason, J. (2019) Architecture of Mathematical Structure. FLM 39(1), 19-23.
• Biza, I., Hewitt, A., Watson, A., Mason, J. (2019) Generalization Strategies in Finding the nth Term Rule for Simple Quadratic Sequences. International Journal of Science and Mathematics Education, (), 1-22 DOI 10.1007/s10763-019-10009-0
• Watson, A. & Mason, J. (2018) A tale of two digital games: How discussion can augment personal narratives. In R. Zazkis & P. Herbst (eds) Scripting approaches in mathematics education: Mathematical dialogues in research and practice.  73-88. Springer Publishers.
• Al-Murani, T., Kilhamn, C., Morgan, D., & Watson, A. (2018). Opportunities for learning: the use of variation to analyse examples of a paradigm shift in teaching primary mathematics in England. Research in Mathematics Education, 1-19.
• Watson, A., Ayalon, M., & Lerman, S. (2018). Comparison of students’ understanding of functions in classes following English and Israeli national curricula. Educational Studies in Mathematics, 97(3), 255-272.
• Ayalon, M., Watson, A. & Lerman, S. (2016) Students’ conceptualisations of function revealed through definitions and examples. Research in Mathematics Education. 19(1), 1-19
• Watson, A. (2016) Pedagogy of variations: synthesis of various notions of variation pedagogy in Huang, R. & Li, Y. (eds.) Teaching and learning mathematics through variation. p85-105. Rotterdam: Sense Publishers
• Ayalon, M., Watson, A. & Lerman, S. (2016) Reasoning about variables in 11 to 18 year olds: informal, schooled and formal expression in learning about functions. Mathematics Education Research Journal. 28(3), 379-404.
• Ayalon, M., Watson, A., & Lerman, S. (2015). Progression Towards Functions: Students’ Performance on Three Tasks About Variables from Grades 7 to 12. International Journal of Science and Mathematics Education, 90(3), 321-339
• Ayalon, M., Watson, A. and Lerman, S. (2015) Functions represented as linear sequential data: relationships between presentation and student responses Educational Studies in Mathematics.Online DOI 10.1007/s10649-015-9628-9
• Watson, A. and Ohtani, M. (2015) Themes and issues in mathematics education concerning task design: Editorial introduction. In Watson, A. and Ohtani, M. (eds.) Task Design in Mathematics Education: An ICMI study.  (pp. 3-18 ) Heidelberg: Springer
• Watson, A. and Thompson, D. (2015) Design issues related to text-based tasks. In Watson, A. and Ohtani, M. (eds.) Task Design in Mathematics Education: An ICMI study.  (pp.143-190) Heidelberg: Springer.
• Watson, A., De Geest, E. (2014) Department-initiated change. Educational Studies in Mathematics, 87(3), 351-368.

Selected Books

• Watson, A. (2021) Care in Mathematics Education: Alternative educational spaces and practices. Palgrave Macmillan.
• Watson, A. (ed.) (2018) Variation in mathematics: A collection of writings from ATM Mathematics Teaching. Association of Teachers of Mathematics, Derby, UK.
• Watson, A. and Ohtani, M. (2015) (Eds.) Task Design in Mathematics Education: An ICMI study.  Heidelberg: Springer.
• Watson, A.,  Jones, K. and Pratt, D. (2013)  Key Ideas in Teaching Mathematics: Research-based guidance for ages 9-19 (Oxford University Press + Nuffield website)
• Watson and P. Winbourne (eds.) (2007) New Directions for Situated Cognition in Learning Mathematics, pub. Springer
• Watson, A. (2006) Raising Achievement in Secondary Mathematics Maidenhead, Open University Press
• Watson, A. and Mason, J. (2005) Mathematics as a constructive activity: learners generating examples. Lawrence Erlbaum Publishers.

David Phillips is Emeritus Professor of Comparative Education, and Emeritus Fellow of St Edmund Hall.

A linguist by origin, David Phillips now works exclusively on various aspects of comparative and international education, with a particular focus on policy issues in historical context. He is the author of many publications, especially on education in Germany (more particularly in the post-war and post-unification periods) and on policy ‘borrowing’ in education. He has edited  Comparative Education, Research in Comparative and International Education, and the Oxford Review of Education and  and serves on the editorial boards of various other journals; he also edits the book series Oxford Studies in Comparative Education. He is co-chair of the Anglo-German Educational Research Group (www.aerg.org)

He has been Chair of the British Association for Comparative and International Education (BAICE). In 1990-91 he served on a commission of the German Wissenschaftsrat which reported to the German government on the future of teacher education in the territory of the former German Democratic Republic, and he has (2003-4) been a member of a commission appointed by the Minister for Science, Culture and the Arts in Baden-Württemberg with the task of evaluating educational studies in higher education in that state of the Federal Republic of Germany. He has evaluated projects for the Deutsche Forschungsgemeinschaft and for other research bodies. He is a Fellow of the Social Sciences Academy and a Fellow of the Royal Historical Society.

Professor Phillips’s main teaching involved theoretical and methodological issues in comparative education, educational policy in Western Europe (particularly EU countries) and in Eastern Europe, in Japan, and in the United States. Many of his doctoral students focused on education in Germany and Japan, and on a range of topics involving education and training policy in the European Union as well as on aspects of educational policy borrowing in a variety of contexts.

Professor of Sociology of Education in the Department of Education from 2010-2015, and before that Director of the Centre for Educational Sociology (CES), University of Edinburgh, Jenny also worked at Strathcyde, Keele, UWE Bristol, and the Open University.

She is an Honorary Professorial Visiting Fellow in the School of Social and Political Sciences, the University of Edinburgh, and has an attachment to the University of Umea, Sweden. She is a Fellow of the British Academy and has been a visiting scholar at Helsinki University, Finland. She holds an honorary doctorate from Turku University, Finland and is a member of the ESF College of Expert Reviewers. She teaches on the EU funded summer school in European Education Studies (SUSEES). The MOOC may be accessed here http://www.susees.eu/mooc-2017-lecture-2-governing-education-europe-changing-role-knowledge/

Research

Jenny is currently investigating the relationship between knowledge and policy in recovery planning for education across the UK after Covid. Jenny’s recent funded research was a Leverhulme Emeritus Fellowship, on Governing Education: knowledge and policy in England and Scotland since 1986. The study investigates the changing relationship between knowledge and policy in governing education in the period 1986-2015 in England and Scotland.

Jenny also continues to research and publish on education policy with a focus on governance and governing, through investigation of the resources that are being mobilized by new governing forms and through new policy technologies. She works in collaboration with colleagues in the UK and Europe, located in a variety of disciplines-including political science and social policy.

Ian is former President of BERA, 2013-2015. At OUDE he was Director of Professional Programmes and led the development of the Oxford Education Deanery.Before moving to Oxford, Ian was Professor of Teacher Education at the University of Glasgow. Prior to that he held posts at the University of the West of Scotland (Dean of Education and Media), London Metropolitan University (Head of School of Education), University of the West of England and the University of Gloucestershire.

Ian was President of the Scottish Educational Research Association from 2005–07 and chaired the Research and Development Committee of the Universities’ Council for the Education of Teachers from 2008-11. He is a Fellow of the Academy of Social Sciences and a Fellow of the Royal Society of Arts and is a Visiting Professor at Bath Spa University and Ulster University and an Honorary Professor at the University of Exeter. Since 2018 he has been a Senior Research Associate at Kazan Federal University, Russia.

Herb completed a BA (Hons) Psychology at Indiana University in 1968. After that, he achieved an MA at Indiana before moving to UCLA to complete a DPhil in Psychology in 1974.

Shortly after, he was appointed Head of Evaluation Research Services at University of Southern California for 5 years, before moving to Sydney, Australia in 1980 to take a position as Lecturer, and then Senior Lecturer, at Sydney University.

At the same time, he was a Reader in Education. He held these posts until 1990, when he joined the University of Western Sydney. Over the next 15 years at that institution, he served a number of roles, including Research Professor of Education, Professor of Psychology, Dean of Graduate Research Studies, Pro-Vice Chancellor of Research, and Director of Self-concept Enhancement and Learning Facilitation (SELF) Research Centre. Indeed, in 1997 he founded the SELF Research Centre, which now has over 450 members, including many of the top self-concept researchers in the world, and satellite centres at leading Universities in Australia, Europe, North America, and Asia (see http://self.uws.edu.au/). He served as Director of SELF until he departed at the start of 2006 to become a Professor at the University of Oxford.

Herb has supervised scores of Honours-level and Doctoral candidates. Some of his recent PhD supervisions have been in the areas of self-concept theory and intervention, motivation, scale development, bullying, mental toughness in elite athletes, the peer review process, and eating disorders, among others. They generally employ complex quantitative research techniques

Research

Herb Marsh is widely published with 350 articles in more than 70 different journals, 60 chapters, 14 monographs, and 350 conference papers; and co-edits the International Advances in Self Research monograph series. In the most important journals in his disciplines over the last quarter century he is the most frequently published author in American Educational Research Journal (29 articles) and the Journal of Sport & Exercise Psych (21 articles), and second most frequently published author in Journal of Educational Psychology (61 articles). He has a total of 276 journal articles listed in ISI that have been cited a total of more than 11,00 times – including 55 articles with at least 55 citations (ISI H index = 55) and one article with more than 1,100 citations.

He has been recognized as the most productive educational psychologist in the world, as one of the top 10 international researchers in Higher Education and in Social Psychology, and the 11th most productive researcher in the world across all disciplines of psychology. He is a highly cited researcher on ISI’s list of the “world’s most cited and influential scientific authors over a sustained period according to a common standard that covers all countries and all scientific disciplines” (http://isihighlycited.com/), one of only a few UK social science researchers to achieve this recognition and one of the few anywhere to achieve this distinction in two different categories (general social sciences and psychology/psychiatry; presently there is no classification for education).

He has reviewed articles for more than 75 journals and has been on the editorial boards of 14 international journals (J. Ed Psych; Am Ed Res J; Child Devel; Perspectives on Psych Sci; J Pers & Soc Psych; Structural Equation Modelling; Inter J of Sport Psych; Ed & Psych Measurement; J Exp Educ; Educ Res and Eval; J Sport & Exercise Psych; Int J of Sport & Exercise Psych; J of Contemporary Ed Psych; Organizational Res Methods; Multivariate Behavioral Res).

He has served on external advisory committees for the: Scientific Advisory Board of the German Max Planck Institute (Education and Human Development, Berlin); Hong Kong Institute of Educational Research, Chinese University of Hong Kong; Social Sciences and Humanities for the Swiss Federal Institute of Technology in Zürich (Zürich ETH); and the International Research School “The Life Course: Evolutionary and Ontogenetic Dynamics” co-organised by the Univ of Michigan (USA), Univ of Virginia (USA), Humboldt University (Germany), Free University (Germany) and the Max Planck Institute.

Professor Marsh’s research has consistently attracted external funding, including a 100% success record on 24 proposals to the highly competitive Australian Research Council during the last 25 years as well as more recent United Kingdom grants from the Economic and Social Research Council, Higher Education Funding Council for England, and Higher Education Authority.

Other international awards include a Career Achievement Award from the American Educational Research Association, the prestigious Wen Lin Visiting Professorship from The Chinese University of Hong Kong, a visiting travelling fellowship from the British Psychological Society, Fellow of the Australian Academy of Social Sciences and the Society of Multivariate Experimental Psychology, and many keynote presentations at international conferences including the presidential invited keynote addresses for 2007 meetings of both the British Educational Research Association and the American Educational Research Association. In 2008 Professor Marsh was awarded the ESRC Professorial Fellowship which provides professorial salary, support staff and infrastructure for an extended research programme, a highly competitive fellowship awarded to only 3-5 social science researchers across all of the UK.

Major research/scholarly interests

Self-concept and Motivational constructs: Theory, Measurement, Research, Enhancement; Teaching Effectiveness and Its Evaluation: Theory, measurement, research, and enhancement; Higher Education with a particular emphasis on students’ evaluation of teaching and relations between teaching and research; Developmental Psychology; Quantitative analysis, particularly confirmatory factor analysis, structural equation modelling, multilevel modelling; Sports psychology with a particular focus on physical self-concept and motivation; health psychology with a focus on motivational aspects of health related physical activity, physical fitness, and eating disorders; The peer review process in relation to both journals and research grants; Peer support and anti-bullying interventions.

Ingrid Lunt is a psychologist by background, and joined the Oxford Department of Education in 2005, having previously worked for 20 years at the Institute of Education, University of London.

She was Director of Graduate Studies for 5 years, and the first Director of the new ESRC Doctoral Training Centre (DTC) in the Social Sciences.

She has been President of the British Psychological Society (1998-1999), President of the European Federation of Psychologists Associations (1993-1999), and Vice President of the International Union of Psychological Science (2004-2008).

She has carried out research in the field of special educational needs and inclusive education, and more recently in the area of higher education, in particular higher professional education, and doctoral education. For the past 20 years she has been leading a project, initially funded by the European Union, which has been developing a common qualifications framework for psychologists across Europe.

Research

Ingrid’s research interests include higher professional learning, doctoral education, comparative higher education policy in European countries.

Publications

Selected publications include:

• Scott D., Brown A., Lunt I., Thorne L. (2004) Professional Doctorates: Integrating professional and academic knowledge. Open University Press and SRHE
• Klenowski V. and Lunt I. (2008) Enhancing Learning at Doctoral Level through the use of reflection? Assessment and Evaluation in Higher Education 33, 2, 203-217.
• Lunt I. (2008) Psychologist qualifications in Europe: Common standards for quality and mobility. Australian Psychologist 43, 4, 222-230
• Lunt I. (2008) Beyond tuition fees? The legacy of Blair’s government to higher education. Oxford Review of Education 34, 6, 741-752
• 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
• Lunt I. (2011) EuroPsy: the development of standards and competence of psychologists. European Psychologist 16, 2, 104-111
• Lunt I. and Peiro J. M. (2012) The Bologna Process, education and assessment in psychology. In Ed. D. Dunn, S.C Baker, C.M Mehrota, R.E. Landrum, M.M McCarthy Assessing teaching and learning in psychology: current and future perspectives. Wadsworth Publishing, Belmont CA.
• Lunt I., McAlpine L., Mills D. (2014) Lively bureaucracy: the ESRC’s Doctoral Training Centres and UK universities. Oxford Review of Education 40, 2, 151-170
• Lunt I. (2014) International frameworks for psychology education and training: a European perspective. In R. Silbereisen, P. Ritchie, J. Panday (eds.) Psychology Education and Training : a global perspective. Hove: Psychology Press
• Clarke, G. and Lunt, I. (2014) The concept of ‘originality’ in the PhD: how is it interpreted by examiners? Assessment and Evaluation in Higher Education, 39 (7), 803-820.
• Lunt I., Peiró J.M., Poortinga Y.H., Roe R.A. (2015) EuroPsy: Standards and Quality in Education for Professional Psychologists. Göttingen: Hogrefe Pub.

Geoffrey Walford is Emeritus Professor of Education Policy and an Emeritus Fellow of Green Templeton College at the University of Oxford.

He was previously Reader in Education Policy at Oxford, and Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham.

He has academic degrees from Oxford, Kent, London and the Open Universities, has authored or edited more than 40 books, and published rather too many academic articles and book chapters. He was Joint Editor of the British Journal of Educational Studies from 1999 to 2002, and was Editor of the Oxford Review of Education from 2004 to 2010. He remains as a Deputy Editor of Ethnography and Education and serves on several editorial boards.

Professor Walford’s main research foci are the relationships between central government policy and local processes of implementation, private schools, choice of schools, religiously-based schools, and ethnographic research methodology. He remains engaged with various scholarly writing activities working, in particular, on issues connected to private schooling for the poor and social justice. He was awarded a DLitt from Oxford University in 2016.

Publications

Major articles and book chapters

• Geoffrey Walford (2024) ‘Learning to Labour and the labour of learning: A question of research methods.’ Ethnography and Education, 19, 1, pp. 1-16.
• Geoffrey Walford (2024) ‘The Radcliffe Observatory, Oxford: New light on its building history.’ The Georgian Group Journal, 32, pp. 201-222.
• Geoffrey Walford (2023) ‘Low-fee private schools.’  In Bob Tierney, Fazal Rizvi and Kadriye Wrcikan (editors-in-chief); Fazal Rizvi and Jason Beech (eds.) Section 1, Globalization and shifting geopolitics of education, International Encyclopedia of Education 4^th edition, Vol 1 (Oxford: Elsevier) pp.355-365.
• Geoffrey Walford (2022) ‘Country houses repurposed as private schools: what might be the motivations?’  Oxford Review of Education, 48, 1, pp. 14-27.
• Geoffrey Walford (2021) ‘Country houses repurposed as private schools: building on inequality.’ Oxford Review of Education, 47, 3, pp. 369-385.
• Geoffrey Walford (2021) ‘What is worthwhile auto-ethnography? Research in the age of the selfie.’ Ethnography and Education, 16, 1, pp. 31-43.
• Geoffrey Walford (2020) ‘Interviews and interviewing in the ethnography of education.’ In George W. Noblit. (ed.) Oxford Encyclopedia of Qualitative Research Methods in Education (New York: Oxford University Press) (Reprint) pp. 672-685.
• Geoffrey Walford (2020) ‘Ethnography is not qualitative.’ Ethnography and Education, 15, 1, pp. 122-136.
• Geoffrey Walford (2019) ‘The provenance of Stowe. Percy Warrington: the founder schools wished to forget.’ History of Education Researcher, 104, pp. 100-108.
• Geoffrey Walford (2018) ‘The impossibility of anonymity in ethnographic research.’ Qualitative Research, 18, 5, pp. 516-525.
• Geoffrey Walford (2018) ‘Interviews and interviewing in the ethnography of education.’Oxford Research Encyclopedia of Education, Editor in Chief: George W. Noblit. On-line. DOI: 10.1093/acrefore/9780190264093.013.320, May, pp. 20.
• Geoffrey Walford (2018) ‘Recognisable continuity. A defence of multiple methods.’ In Dennis Beach, Carl Bagley, and Sofia Maques da Silva (eds.) The Wiley Handbook of Ethnography of Education (London, Wiley) pp. 17-29.
• Geoffrey Walford (2017) ‘Ruling-class classification and framing.’ In Agnés Van Zanten (ed.) Elites in Education, Volume 2, National Traditions and Cosmopolitism in Elite Education. (London, Routledge) (Reprint)
• Geoffrey Walford (2016) ‘Ethnographic methodology: A Virtual Special Issue of Ethnography and Education. Introduction.’ Ethnography and Education.
• Geoffrey Walford (2015) ‘The globalisation of low-fee private schools’ In Joseph Zajda (ed.) Second International Handbook on Globalisation, Education and Policy Research (Amsterdam, Springer) ISBN: 978-94-017-9492-3, pp. 309-20.
• Geoffrey Walford (2014) ‘Site selection within comparative case study and ethnographic research.’ (Reprint) In Malcolm Tight (ed.) Case Studies (London, Sage)
• Ian Macpherson, Susan Robertson and Geoffrey Walford (2014) ‘An introduction to privatisation, education and social justice.’ In Ian Macpherson, Susan Robertson and Geoffrey Walford (eds.) Education, Privatisation, and Social Justice: Case studies from Africa, South Asia, and South East Asia (Abingdon, Symposium) pp. 9-24.
• Ingrid Lunt and Geoffrey Walford (2014) ‘Contributions to the sociology of education: Past, present and future. A Festschrift for John Furlong.’ Oxford Review of Education, 40, 4, pp. 411-414.
• Geoffrey Walford (2014) ‘From City Technology Colleges to Free schools: Ideas of social justice.’ Research Papers in Education, 29, 3, pp. 315-329.
• Geoffrey Walford (2014) ‘Introduction: Academies, Free Schools and social Justice.’ Research Papers in Education, 29, 3, pp. 263-267.
• Geoffrey Walford (2013) ‘The development of private and public schools in England.’ In Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.) Privatschulen versus staatliche Schulen (Wiesbaden, Germany: Springer Fachmedien Wiesbaden) pp. 89-102.  ISBN: (pb) 978-3-531-18199-8; (e-book) 978-3-531-18978-9.
• Geoffrey Walford (2013) ‘Low-fee private schools: a methodological and political debate.’ In Prachi Srivastava (ed.) Low-Fee Private Schooling: Aggravating equity or mitigating disadvantage? (Oxford: Symposium Books) pp. 199-213. ISBN: 978-1-873927-91-5.
• Geoffrey Walford (2013) ‘State support for private schooling in India: What do the evaluations of the British Assisted Places Schemes suggest?’ Oxford Review of Education, 39, 4, pp. 533-547.
• Geoffrey Walford (2013) ‘The development of private and public schools in England.’ In Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.) Privatschulen versus staatliche Schulen (Wiesbaden, Germany: Springer Fachmedien Wiesbaden) pp. 89-102.
• Geoffrey Walford (2013) ‘Low-fee private schools: a methodological and political debate.’ In Prachi Srivastava (ed.) Low-Fee Private Schooling: Aggravating equity or mitigating disadvantage? (Oxford, Symposium Books) pp. 199-213.
• Geoffrey Walford (2012) ‘Researching the powerful in education: a re-assessment of the problems.’ International Journal for Research and Method in Education, 35, 2, pp. 111-118
• Geoffrey Walford (2011) ‘Globalization and low-fee private schools?’ Educational Practice and Theory, 33, 1, pp. 37-50.
• Geoffrey Walford (2011) ‘The Oxford Ethnography Conference: A place in history?’ Ethnography and Education, 6, 2, pp. 133-145.
• Geoffrey Walford (2011) ‘Low-fee private schools in England and in less economically developed countries. What can we learn from a comparison?’ Compare, 41, 3, pp. 401-413.
• Eric Tucker, Madhu Viswanathan and Geoffrey Walford (2010) ‘Reflections on social measurement:  How social scientists generate, modify, and validate indicators and scales.’ In Geoffrey Walford, Eric Tucker and Madhu Viswanathan (eds.) The Sage Handbook of Measurement(London, Sage) pp. 1-5.
• Geoffrey Walford (2010) ‘Faith-based schools in England after ten years of Tony Blair’, in Geoffrey Walford (ed.) Blair’s Educational Legacy? (London, Routledge) pp. 52-62.
• Geoffrey Walford (2009) ‘For ethnography?’ Ethnography and Education, 4, 3, pp. 273-284.
• Geoffrey Walford (2009) ‘Private schools in England.’ Zeitschrift für Pädagogik, 55, 5, pp. 716- 731.
• Geoffrey Walford (2009) ‘The practice of writing ethnographic fieldnotes.’ Ethnography and Education, 4, 2, pp. 117-130.
• Geoffrey Walford (2009) ‘Symposium review of: John Beck, Meritocracy, Citizenship and Education’ (with Anthony Giddens and Yoshiko Nozaki) British Journal of Sociology of Education, 30, 1, pp. 97-105.
• Geoffrey Walford (2008) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’ In Paul Atkinson and Sara Delamont (eds.) Representing Ethnography (London, Sage) pp. 147-162.
• Geoffrey Walford (2008) ‘Selecting sites, and gaining ethical and practical access.’ In Geoffrey Walford (ed.)How to do Educational Ethnography (London, Tufnell Press) pp. 16-38.
• Geoffrey Walford (2008) ‘The nature of educational ethnography.’ In Geoffrey Walford (ed.) How to do Educational Ethnography (London, Tufnell Press) pp. 1-15.
• Martin Forsey, Scott Davies and Geoffrey Walford (2008) ‘The globalisation of school choice: an introduction to key issues and concerns.’ In Martin Forsey, Scott Davies and Geoffrey Walford (eds.) The Globalisation of School Schoice? (Abingdon, Symposium Books) pp. 9-25.
• Geoffrey Walford (2008) ‘School choice in England: globalisation, policy borrowing or policy corruption? In Martin Forsey, Scott Davies and Geoffrey Walford (eds.) The Globalisation of School Schoice? (Abingdon, Symposium Books) pp. 95-109.
• Geoffrey Walford (2008) ’Faith-based schools in England after 10 years of Tony Blair.’ Oxford Review of Education, 34, 6, pp. 689-699.
• Geoffrey Walford (2008) ‘Muslim schools in England and the Netherlands: sustaining cultural continuity.’ In Zvi Bekerman and Ezra Kopelowitz (eds.) Cultural Education – Cultural Sustainability: Minority, diaspora, indigenous and ethno-religious groups in multicultural societies. (London, Routledge)
• Geoffrey Walford (2007) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’ In Alan Bryman (ed.) Qualitative Research 2, Volume 3 Issues of Representation and reflexivity (London, Sage) pp. 214-229.
• Geoffrey Walford (2007) ‘Classification and framing of interviews in ethnographic interviewing. Ethnography and Education, 2, 2, pp. 145-157.
• Geoffrey Walford and Prachi Srivastava (2007) ‘Examining Private Schooling in Less Economically Developed Countries: Key Issues and New Evidence.’ In Prachi Srivastava and Geoffrey Walford (2007) (eds.) Private Schooling in Less-Economically Developed Countries: Asian and African perspectives (Abingdon, Symposium Books)
• Geoffrey Walford (2007) ‘Everyone generalizes, but ethnographers should resist doing so.’ In Geoffrey Walford (ed.) Methodological Developments in Ethnography (Studies in Educational Ethnography, Volume 12) (Amsterdam, New York, Oxford, Elsevier)
• Geoffrey Walford (2006) ‘New Christian schools in England: What are the equity mplications?’ International Journal of Learning, 13, 5, pp. 167-176.
• Geoffrey Walford (2006) ‘From City Technology Colleges to sponsored grant-maintained schools.’ In David Phillips and Geoffrey Walford (eds.) Tracing Education Policy. Selections from the Oxford Review of Education(London, Routledge) pp. 359-375.
• Geoffrey Walford (2006) ‘Introduction: education and the Labour Government.’ In Geoffrey Walford (ed.) Education and the Labour Government. An evaluation of two terms. (London, Routledge).
• Geoffrey Walford (2005) ‘Learning and the local community: Is community involvement always a good thing?’ International Journal of Learning, 11, pp. 1219-1225.
• Geoffrey Walford (2005) ‘Research ethical guidelines and anonymity.’ International Journal of Research and Method in Education, 28, 1, pp. 83-93.
• Holger Daun, Reza Arjmand and Geoffrey Walford (2004) ‘Muslims and education in a global context.’ In Holger Daun and Geoffrey Walford (eds.) Educational Strategies among Muslims in the Context of Globalization. Some National Case Studies. (Leiden, Boston, Brill) pp. 5-36.
• Geoffrey Walford (2004) ‘Private schooling in England’ (in Chinese) Journal of Non-Government Educational Development, 103, pp. 55-60.
• Geoffrey Walford (2004) ‘When tradition meets modern law: changing the role of the Oxford University Proctors.’ Research in Education, 72, pp. 103-114.
• Geoffrey Walford (2004) ‘No discrimination on the basis of irrelevant qualifications.’ Cambridge Journal of Education, 34, 3, pp. 353-361.
• Geoffrey Walford (2004) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’Qualitative Research, 4, 3, pp. 403-417.
• Geoffrey Walford (2003) ‘Country Report on school-based management in England.’ Precedings of the Third International Forum on Educational Reform Education Decentralization Revisited: School-Based Management(Bangkok, Office of the Education Council) pp. 1-23.
• Geoffrey Walford (2003) ‘Separate schools for religious minorities in England and the Netherlands: using a framework for the comparison and evaluation of policy.’Research Papers in Education , 18, 3, pp 1-19.
• Geoffrey Walford (2003) ‘School choice, educational change and inequality in England.’ In The Organising Committee (eds.) Proceedings of the 37^th Annual Conference of the Japan Educational Administration Society(Tokyo, Dojidai Sha, Nichi-nichi Kyoiku Bunko)  pp. 19-49 (in Japanese) pp.147-172 (in English).
• Geoffrey Walford (2003) ‘Muslim schools in Britain.’ In Geoffrey Walford (ed.) British Private Schools: research on policy and practice. (London, Woburn Press) pp. 158-174.
• Geoffrey Walford (2003) ‘Introduction.’ In Geoffrey Walford (ed.) British Private Schools: research on policy and practice. (London, Woburn Press) pp. 1-8.
• Geoffrey Walford (2003) ‘School choice and educational change in England and Wales.’ In  David N. Plank and Gary Sykes (eds.) Choosing Choice: School Choice in International Perspective (New York & London, Teachers College Press) pp. 68-91.
• Geoffrey Walford (2002) ‘Education.’ In W. S. F. Pickering (ed.) Durkheim Today, New York, Oxford, Berghahn Books,  pp. 105-115.
• Geoffrey Walford (2002) ‘Introduction.’ In Geoffrey Walford (ed.) Doing a Doctorate in Educational Ethnography (Studies in  Educational Ethnography, Volume 7) Amsterdam, New York, Oxford, JAI, pp. 1-8.
• Geoffrey Walford (2002) ‘When policy moves fast, how long can ethnography take?’ In Bradley A. U. Levinson, Sandra L. Cade, Ana Padawer and Ana Patricia Elvir (eds.) Ethnography and Education Policy Across the Americas, Westport, CT, Praeger,  pp. 23-38.
• Geoffrey Walford (2002) ‘Why don’t we name our research sites?’ In Geoffrey Walford (ed.) Educational Ethnography and Methodology, (Studies in Educational Ethnography, Volume 6) Amsterdam, New York, Oxford, JAI, pp. 95-105.
• Geoffrey Walford (2002) ‘Educational reform and sociology in England and Wales.’ In David L. Levinson, Peter W. Cookson, Jr., and Alan R. Sadovnik (eds.) Education and Sociology: An Encyclopaedia, New York and London, RoutledgeFalmer, pp. 211-219.
• Geoffrey Walford (2002) ‘Classification and framing of the curriculum in evangelical Christian and Muslim schools in England and the Netherlands.’ Educational Studies, 28, 4, pp. 403-419.
• Geoffrey Walford (2002) ‘Redefining school effectiveness.’ Westminster Studies in Education, 25, 1, pp. 47-58.
• Geoffrey Walford (2001) ‘The state and civil society in education in England: past developments and current problems.’ In Heinz-Dieter Meyer and William Lowe Boyd (eds.) Education between State, Markets, and Civil Society: Comparative perspectives, Mahwah, NJ & London, Lawrence Erlbaum Associates, pp. 81-100.
• Geoffrey Walford (2001) ‘Privatization in industrialized countries.’ In Henry M. Levin (ed.) Privatizing Education. Can the marketplace deliver choice, efficiency, equity, and social cohesion? Boulder, CO  & Oxford, Westview Press, pp. 178-200.
• Geoffrey Walford (2001) ‘From common schooling to selection? Affirming and contesting the comprehensive ideal, 1976-2001.’ In Robert Phillips and John Furlong (eds.)  Education, Reform and the State: Politics, Policy and Practice 1976-2001 London & New York, RoutledgeFalmer, pp. 45-57.
• Geoffrey Walford (2001) ‘Introduction: ethnography and policy.’ In Geoffrey Walford (ed.) Ethnography and Education Policy, (Studies in Educational Ethnography, Volume 4) Amsterdam, New York, Oxford, JAI, pp. 1-9.
• Geoffrey Walford (2001) ‘Durkheim, democracy and diversity: some thoughts on recent changes in England and Wales.’ In W S F Pickering (ed.) Emile Durkheim: Critical Assessments of Leading Sociologists. Volume VI,London & New York, Routledge, pp. 543-559.
• Geoffrey Walford (2001) ‘Introduction’ (to Education Section). In W S F Pickering (ed.) Emile Durkheim: Critical Assessments of Leading Sociologists. Volume VI, London & New York, Routledge, pp. 365-371.
• Geoffrey Walford (2001) ‘Funding for religious schools in England and the Netherlands. Can the piper call the tune?’ Research Papers in Education, 16, 4, pp. 359-380.
• Geoffrey Walford (2001) ‘Evangelical Christian schools in England and the Netherlands.’  Oxford Review of Education, 27, 4, pp. 529-541.
• Geoffrey Walford (2001) ‘Building identity through communities of practice: Evangelical Christian schools in the Netherlands.’ International Journal of Education and Religion, 2, 2, pp. 126-143.
• Geoffrey Walford (2001) ‘The fate of the new Christian schools: from growth to decline?’ Educational Studies,27, 4, pp. 465-477.
• Geoffrey Walford (2001) ‘Site selection within comparative case-study and ethnographic research.’ Compare, 31, 2, pp.151-164.
• Geoffrey Walford (2001) ‘Does the market ensure quality?’ Westminster Studies in Education 24, 1, pp. 23-33.
• Geoffrey Walford (2000) ‘School choice and social exclusion in England and Wales.’ In John Sayer and Johan Vanderhoven (eds.) School Choice, Equity and Social Exclusion, Leuven, Garant.
• Geoffrey Walford (2000) ‘Introduction.’ In Geoffrey Walford and Caroline Hudson (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI/Elsevier.
• Geoffrey Walford (2000) ‘First days in the field: gender and sexuality in an evangelical Christian school.’ In Geoffrey Walford and Caroline Hudson (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI/Elsevier.
• W S F Pickering and Geoffrey Walford (2000) ‘Introduction.’ In W. S.F. Pickering and Geoffrey Walford (eds.)Durkheim’s Suicide: a century of research and debate, London & New York, Routledge, pp. 1-10.
• Geoffrey Walford (2000) ‘What’s new about academic capitalism’ Learning & Managing, 6, 2, pp. 174-181.
• Geoffrey Walford (2000) ‘Government policy on private schooling in England’ Education and Society, 18, 1, pp. 25-43.
• Geoffrey Walford (2000) ‘From City Technology Colleges to sponsored grant-maintained schools’ Oxford Review of Education, 26, 2, pp. 145-158.
• Geoffrey Walford (2000) ‘A policy adventure: sponsored grant-maintained schools’ Educational Studies, 26, 2, pp. 247-262.
• Geoffrey Walford (1999) ‘L’enseignement privé en Angleterre: tendances récentes et problèmes soulevés’Carrefours de l’éducation, 8, pp. 126-139.
• Geoffrey Walford (1999) ‘Selling your way in: gaining access to research sites.’ In Alexander Massey and Geoffrey Walford (eds.) Explorations in Methodology, (Studies in Educational Ethnography, Volume 2)  Stamford, CT, JAI Press,  pp. 1-15.
• Geoffrey Walford (1999) ‘Educating religious minorities within the English state-maintained sector’International Journal of Educational Management, 13, 2, pp. 98-106.
• Geoffrey Walford (1998) ‘Durkheim, democracy and diversity: some thoughts on recent changes in England.’ In Geoffrey Walford and W. S. F. Pickering (eds.)  Durkheim and Modern Education, London & New York, Routledge, pp. 125-141.
• W. S. F. Pickering and Geoffrey Walford (1988) ‘Introduction: Durkheim and education.’ In Geoffrey Walford and W. S. F. Pickering (eds.) Durkheim and Modern Education, London & New York, Routledge, pp. 1-16.
• Alexander Massey and Geoffrey Walford (1998) ‘Children learning: Ethnographers learning.’ In Geoffrey Walford and Alexander Massey  (eds.) Children Learning in Context, (Studies in Educational Ethnography, Volume 1), Stamford, CT & London, JAI Press, pp. 1-18.
• Geoffrey Walford (1998) ‘Essay review: Is there a ‘new variant’ diploma disease?’ Oxford Review of Education, 24, 3,  pp. 405-409.
• David Rigoni and Geoffrey Walford (1998) ‘Questioning the quick-fix: Assertive Discipline and the 1997 Education White Paper’ Journal of Education Policy, 13, 3, pp. 443-452.
• Geoffrey Walford (1998) ‘Compulsive writing behaviour: getting it published.’ In Geoffrey Walford (ed.) Doing Research About Education, London & Washington D.C., Falmer, pp. 184-198.
• Geoffrey Walford (1998) ‘Research accounts count.’ In Geoffrey Walford (ed.) Doing Research About Education, London & Washington, D.C., Falmer, pp. 1-10.
• Geoffrey Walford (1998) ‘Reading and writing the small print: The fate of sponsored grant-maintained schools.’  Educational Studies, 24, 2, pp. 241-257.
• Geoffrey Walford (1997) ‘School choice and the common good: a reply to Brighouse’ Oxford Review of Education, 23, 4, pp. 517-521.
• Geoffrey Walford (1997)  ‘The 14-19 curriculum in private schools.’ In Sally Tomlinson (ed.) Education 14-19: Critical Perspectives, London & Atlantic Highlands, NJ, Athlone, pp. 101-112.
• Geoffrey Walford (1997) ‘Diversity, choice and selection in England and Wales’ Educational Administration Quarterly 33, 2, pp. 158-169.
• Geoffrey Walford (1997) ‘Sponsored grant-maintained schools: extending the franchise?’ Oxford Review of Education, 23, 1, pp. 31-44.
• Geoffrey Walford (1997) ‘Education and private schools.’ In Anthony Giddens (ed.) Sociology: Introductory readings, Cambridge, Polity, pp. 329-336.
• Steven Carroll and Geoffrey Walford (1997) ‘The child’s voice in school choice’ Educational Management and Administration, 25, 2, pp. 169-180.
• Geoffrey Walford (1997) ‘Privatization and selection.’ In Richard Pring and Geoffrey Walford (eds.) Affirming the Comprehensive Ideal, London, Falmer.
• Steven Carroll and Geoffrey Walford (1997) ‘Parents’ responses  to the school quasi-market’ Research Papers in Education, 12, 1, pp. 3-26.
• Geoffrey Walford (1997) ‘Power and responsibility in pressure group activity.’ In Keith Watson, Sohan Modgil and Celia Modgil (eds.)  Educational Dilemmas: Debate and diversity, London, Cassell,  pp. 247-253 and 264-265.
• Steven Carroll and Geoffrey Walford (1996) ‘A panic about school choice’ Educational Studies, 22, 3, pp. 393-407.
• Geoffrey Walford (1996)  ‘School choice and equity in England and Wales’  Oxford Studies in Comparative Education, 6, 1, pp. 49-62.
• Geoffrey Walford (1996) ‘Diversity and choice in school education: an alternative view’ Oxford Review of Education,  22, 2, pp. 143-154.
• Geoffrey Walford (1996)  ‘Faith-based grant-maintained schools: Selective international policy borrowing from The Netherlands’ in John Ahier, Ben Cosin and Margaret Hales (eds.) Diversity and Change: Education, policy and selection, London, Routledge, pp. 63-78.
• Geoffrey Walford (1995)  ‘The Northbourne amendments: Is the House of Lords a garbage can?’ Journal of Education Policy, 10 (5) pp. 413-425.
• Geoffrey Walford (1995) ‘Faith-based schools, diversity and inequity.’ In Gwen Wallace (ed.)  Schools, Markets and Management, Bournmouth, Hyde Publications, pp. 13-20.
• Geoffrey Walford (1995) ‘The Christian Schools Campaign – a successful educational pressure group?’ British Educational Research Journal, 21 (4) pp. 451-464.
• Geoffrey Walford (1995)  ‘Faith-based grant-maintained schools: Selective international policy borrowing from The Netherlands.’ Journal of Education Policy, 10 (2) pp. 245-257.
• Geoffrey Walford (1995) ‘Classification and framing in English public boarding schools.’  In Paul Atkinson, Brian Davies and Sara Delamont (eds.) Discourse and Reproduction. Essays in honor of Basil Bernstein, New Jersey, USA, Hampton Press, pp. 191-207.
• Geoffrey Walford (1994)  ‘A return to selection?’ Westminster Studies in Education, 17, pp. 19-30.
• Geoffrey Walford (1994) ‘Political commitment in the study of the City Technology College, Kingshurst.’  In David Halpin and Barry Troyna (eds.) Researching Education Policy: Ethical and Methodological Issues, London, Falmer, pp. 94-106.
• Geoffrey Walford (1994)  ‘The dilemma of choice in education.’ In Ian Lawrence (ed.) Education Tomorrow, London, Cassell, pp. 130-144.
• Geoffrey Walford (1994)  ‘Reflections on researching the powerful.’ In Geoffrey Walford (ed.) Researching the Powerful in Education, London, UCL Press, pp. 222-231.
• Geoffrey Walford (1994)  ‘Ethics and power in a study of pressure group politics.’ In Geoffrey Walford (ed.)Researching the Powerful in Education, London, UCL Press, pp. 81-93.
• Geoffrey Walford (1994) ‘A new focus on the powerful.’ In Geoffrey Walford (ed.) Researching the Powerful in Education, London, UCL Press, pp. 2-11.
• Geoffrey Walford (1994) ‘Educational choice, control and inequity.’ In David Scott (ed.) Accountability and Control in Educational Settings, London, Cassell, pp. 73-86.
• Colin Poyntz and Geoffrey Walford (1994) ‘The new Christian schools: A survey.’  Educational Studies, 20, 1, pp. 127-143.
• Geoffrey Walford (1994) ‘The new religious grant-maintained schools.’ Educational Management and Administration, 22, 2, pp. 123-130.
• Geoffrey Walford (1994)   ‘Weak choice, strong choice and the new Christian schools.’ In J. Mark Halstead (ed.)  Parental Choice and Education: Principles, policies and practice,  London, Kogan Page, pp. 139-150.
• Geoffrey Walford (1993)  ‘Self-managing schools, choice and equity.’ In John Smyth (ed.) A Socially Critical View of the Self-Managing School, Basingstoke, Falmer, pp. 229-244.
• Geoffrey Walford (1993)  ‘Selection for secondary schooling.’  In Briefings for the Paul Hamlyn Foundation National Commission on Education,  London, Heinemann, pp. 89-102.
• Geoffrey Walford (1993) ‘The real lessons in school reform from Britain.’ Educational Policy, 7, 2, pp. 212-222.
• Geoffrey Walford (1993) ‘Girls’ private schooling: past and present.’ In Geoffrey Walford (ed.) The Private Schooling of Girls: Past and present, London, Woburn Press, pp. 9-32.
• Geoffrey Walford (1992)  Selection for Secondary Schooling National Commission on Education Briefing Paper No. 7,  October.
• Geoffrey Walford (1992) ‘Educational reform in the 1980s: National case studies. Great Britain.’ In Peter W. Cookson, Jr., Alan R. Sadovnik and Susan F. Semel (eds.) International Handbook of Educational Reform, Westport, CT, USA, Greenwood Press, pp. 209-227.
• Geoffrey Walford (1992) ‘Educational choice and equity in Great Britain.’ Educational Policy (USA), 6, (2) pp. 123-138.
• Geoffrey Walford (1992) ‘The reform of higher education.’ In Madeline Arnot and Len Barton (eds.)  Voicing Concerns: Sociological Perspectives on contemporary educational reforms, Wallingford, Triangle Books, pp. 186-200.
• Sharon Gewirtz, Henry Miller and Geoffrey Walford (1991) ‘Parents’ individualist and collectivist strategies at the City Technology College, Kingshurst.’ International Studies in Sociology of Education, 1, pp. 173-191.
• Geoffrey Walford (1991)  ‘The changing relationship between government and higher education in Britain.’  In Guy Neave and Frans van Vught (ed.) Prometheus Bound. The changing relationship between government and higher education in Western Europe, Oxford, Pergamon, pp. 165-183.
• Geoffrey Walford (1991) ‘Researching the City Technology College, Kingshurst.’  In Geoffrey Walford (ed.)Doing Educational Research, London, Routledge, pp. 82-100.
• Geoffrey Walford (1991)  ‘Reflexive accounts of doing educational research.’ In Geoffrey Walford (ed.)  Doing Educational Research, London, Routledge, pp. 1-17.
• Geoffrey Walford (1991)  ‘Choice of school at the first City Technology College.’ Educational Studies, 17, 1, pp. 65-75.
• Geoffrey Walford (1991)  ‘City Technology Colleges: A private magnetism?’ In Geoffrey Walford (ed.)  Private Schooling: Tradition, change and diversity, London, Paul Chapman, pp. 158-76.
• Geoffrey Walford (1991) ‘The reluctant private sector: of small schools, people and politics.’ In Geoffrey Walford (ed.) Private Schooling: tradition, change and diversity, London Paul Chapman, pp. 115-32.
• Geoffrey Walford (1990)  ‘Developing choice in British education.’  Compare. A Journal of Comparative Education, 20, 1, pp 22-56.
• Geoffrey Walford (1990) ‘The 1988 Education Reform Act for England and Wales: Paths to privatization.’ Educational Policy, 4, 2, pp. 127-44.
• Mark H. Robson and Geoffrey Walford (1989) ‘Independent schools and tax policy under Mrs Thatcher.’ Journal of Education Policy, 4, 2, pp. 149-62.
• Geoffrey Walford (1989) ‘Scotland: Changes in government policy towards private schools.’ In Geoffrey Walford (ed.)  Private Schools in Ten Countries: Policy and practice, London, Routledge, pp. 32-56.
• Geoffrey Walford (1989)  ‘Private schools policy and practice in comparative perspective.’ In Geoffrey Walford (ed.) Private Schools in Ten Countries: Policy and practice, London, Routledge, pp. 1-7.
• Geoffrey Walford (1989)  ‘Bullying in public schools: Myth and reality.’ In Delwyn P. Tattum and David Lane (eds.) Bullying in Schools, London, Trentham Books, pp. 81-88.
• Geoffrey Walford (1988)  ‘Young people’s views about the Youth Training Scheme in Scotland.’ British Journal of Sociology of Education, 9, 4, pp. 437-51.
• Geoffrey Walford (1988)  ‘Shouts of joy and cries of pain: investigating young people’s comments on leaving school and entering the labour market.’ In David Raffe (ed.)  Education and the Youth Labour Market: Schooling and scheming, Lewes, Falmer, pp. 243-65.
• Geoffrey Walford, June Purvis and Andrew Pollard (1988)  ‘Ethnography, policy and the emergence of the new vocationalism.’  In Andrew Pollard, June Purvis and Geoffrey Walford (eds.) Education, Training and the New Vocationalism: Experience and policy, Milton Keynes, Open University Press, pp. 3-14.
• Geoffrey Walford (1988) ‘Training the elite – for education, training and jobs.’ Collected Original Resources in Education, 12, 1, pp. 1-19.
• Geoffrey Walford (1988)  ‘The privatisation of British higher education.’ European Journal of Education, 23, 1/2, pp. 47-64.
• Geoffrey Walford (1988)  ‘The Scottish Assisted Places Scheme. A comparative study of the origins, nature and practice of the APS in Scotland, England & Wales.’ Journal of Education Policy, 3, 2, pp. 137-53.
• Mark H. Robson and Geoffrey Walford (1988)  ‘U.K. tax policy and independent schools.’ British Tax Review, 2, pp. 38-54.
• Geoffrey Walford (1987)  ‘How important is the independent sector in Scotland’ Scottish Educational Review, 19, 2, pp. 108-21.
• Geoffrey Walford (1987)  ‘How dependent is the independent sector?’ Oxford Review of Education, 13, 3, pp. 275-96.
• Geoffrey Walford (1987)  ‘Research role conflicts and compromises in public schools.’  In Geoffrey Walford (ed.) Doing Sociology of Education, Lewes, Falmer, pp. 45-65.
• Geoffrey Walford (1987)  ‘The research process.’ In Geoffrey Walford (ed.) Doing Sociology of Education, Lewes, Falmer, pp. 1-15.
• Geoffrey Walford and Sïan Jones (1986) ‘The Solihull adventure. An attempt to reintroduce selective education.’  Journal of Education Policy, 1, 3, pp. 239-53.
• Geoffrey Walford (1986)  ‘Ruling-class classification and framing.’  British Educational Research Journal, 12, 2, pp. 183-95.
• Henry Miller and Geoffrey Walford (1986) ‘A case study of financial constraints in British universities.’ IHELG Monograph, Number 86/5, Institute for Higher Education Law and Governance, University of Houston, Texas, USA.
• Geoffrey Walford (1985)  ‘The influence of external pressure groups on the school curriculum: Two examples.’  Collected Original Resources in Education, 9, 2, pp. 1-45.
• Geoffrey Walford (1985)  ‘The construction of a curriculum area.’ British Journal of Sociology of Education, 6, 2, pp. 155-71.
• Henry Miller and Geoffrey Walford (1985)  ‘University cut and thrust.’  In Geoffrey Walford (ed.) Schooling in Turmoil, Beckenham, Croom Helm, pp. 244-68.
• Richard Thompson and Geoffrey Walford (1985)  ‘Teachers learning about industry: The two curricula and cultural disadvantage.’  In Geoffrey Walford (ed.) Schooling in Turmoil, Beckenham, Croom Helm, pp. 59-83.
• Geoffrey Walford (1984)  ‘The changing professionalism of public school teachers.’ In Geoffrey Walford (ed.) British Public Schools: Policy and practice, Lewes, Falmer, pp. 111-35.
• Geoffrey Walford (1984)   ‘The numbering of postgraduate research.’  Higher Education Review, 16, 2, pp. 61-65.
• Geoffrey Walford (1983)  ‘Science education and sexism in the Soviet Union.’  School Science Review, 85, 2, pp. 213-24.
• Geoffrey Walford (1983)  ‘Postgraduate education and the student’s contribution to research.’ British Journal of Sociology of Education, 4, 3, pp. 241-54.
• Geoffrey Walford (1983) ‘Research state and research style: A sociological analysis of postgraduate education.’  Collected Original Resources in Education, 7, 1, pp. 1-108.
• Geoffrey Walford (1983)  ‘Science textbook images and the reproduction of sexual divisions in society.’ Research in Science and Technological Education, 1, 1, pp. 65-72.
• Geoffrey Walford (1983)  ‘Parental attitudes and girls in physical science.’ School Science Review, 64, pp. 566-67.
• Geoffrey Walford (1983)  ‘Girls in boys’ public schools: A prelude to further research.’ British Journal of Sociology of Education, 4, 1, pp. 39-54.
• Leo Raby and Geoffrey Walford (1981) ‘Job status aspirations and their determinants for middle and lower stream pupils in an urban, multi-racial comprehensive school.’ British Educational Research Journal, 7, 2, pp. 173-81.
• Geoffrey Walford (1981)  ‘Classification and framing in higher education.’ Studies in Higher Education, 6, 2, pp. 147-58.
• Leo Raby and Geoffrey Walford (1981) ‘Career related attitudes and their determinants for middle- and low-stream pupils in an urban, multi-racial comprehensive school.’ Research in Education, 25, pp. 19-35.
• Geoffrey Walford (1980) ‘Why physics students start doctorates.’ Studies in Higher Education, 5, 1, pp. 77-80.

Books

• Geoffrey Walford (2006) Markets and Equity in Education London, Continuum, ISBN: 0 8264 8735 1.
• Geoffrey Walford (2005) Private Education: tradition and continuity
  London, Continuum, ISBN: 0 8264 8599 5.
• Geoffrey Walford (2001) Doing Qualitative Educational Research: a personal guide to the research process, London, Continuum. ISBN: 0-8264-4701-5,  0-8264-4702-3.
• Geoffrey Walford (2000) Policy, Politics and Education – sponsored grant-maintained schools and religious diversity, Aldershot, Ashgate. ISBN: 0-7456-1031-4.
• Geoffrey Walford (1996) Public School, Japanese edition of Life in Public Schools, translated by Yo Takeuchi. Japan, Sekai Shisosha Kyogakusha. ISBN: 4-7907-0626-5.
• Geoffrey Walford (1995) Educational Politics: Pressure groups and faith-based schools, Aldershot, Avebury, ISBN: 1-85628-907-9.
• Geoffrey Walford (1994) Choice and Equity in Education, London, Cassell, ISBN: 0-304-32775-1,  0-304-32774-3.
• Geoffrey Walford (1993) Contemporary British Education and Privatization, Japanese edition of Privatization and Privilege in Education with new forward and postscript, translated by Norio Iwahashi, Kyoto, Japan, Houritu-Bunka-sha, ISBN: 4589-01705-9.
• Geoffrey Walford and Henry Miller (1991) City Technology College, Milton Keynes, Open University Press, ISBN: 0335 09275 6.
• Geoffrey Walford (1990) Privatization and Privilege in Education, London & New York, Routledge, ISBN: 0415 04247 X,  0415 04248 8.
• Geoffrey Walford (1987) Restructuring Universities: Politics and power in the management of change, Beckenham, Croom Helm, ISBN: 07099 3694 X.
• Geoffrey Walford (1986) Life in Public Schools, London, Methuen, ISBN: 0416 37170 1,  0416 37180 9.
• Richard Thompson and Geoffrey Walford (1983) Teachers into Industry, Birmingham, AEEM, ISBN: 0903 703 14 9.

Edited books

• Prachi Srivastava and Geoffrey Walford (2018) Non-State Actors in Education in the Global South. London, Routledge. ISBN: 978-1-138-57067-2 (hb), 143 pp.
• Geoffrey Walford (2016)(ed.) Academies, Free Schools and social Justice (Didcot, Routledge) ISBN 13: 978-1-138-96007-7, 118 pp.
• Geoffrey Walford (2016)(ed.) Privatization, Education and Social Justice (Didcot, Routledge) ISBN 13: 978-1-138-59439-7, 150 pp.
• Ian Macpherson, Susan Robertson and Geoffrey Walford (eds.)(2014) Education, Privatisation, and Social Justice: Case studies from Africa, South Asia, and South East Asia (Abingdon, Symposium)
• Geoffrey Walford, Eric Tucker and Madhu Viswanathan (2010) (eds.) The Sage Handbook of Measurement (London, Sage) ISBN: 978-1-4129-4814-2.
• Geoffrey Walford (2010) (ed.) Blair’s Educational Legacy? (London, Routledge) ISBN: 0-415-48305-0.
• Geoffrey Walford (2008) (ed.) How to do Educational Ethnography, London, Tufnell Press, ISBN: 978-1-872767-92-5 (pb).
• Martin Forsey, Scott Davies and Geoffrey Walford (2008(eds.) The Globalisation of School VChoice? Abingdon, Symposium Books, ISBN: 978-1-873927-12-0 (pb).
• Prachi Srivastava and Geoffrey Walford (2007) (eds.) Private Schooling in Less-Economically Developed Countries: Asian and African Perspectives Abingdon, Symposium Books. ISBN: 978-1-873927-85-4 (pb).
• Geoffrey Walford (2007) (ed.) Methodological Developments in Ethnography (Studies in Educational Ethnography, Volume 12) Amsterdam, New York, Oxford, Elsevier.  ISBN: 0-7623-1437-0 (hb).
• David Phillips and Geoffrey Walford (2006) (eds.) Tracing Education Policy: Selections for the Oxford Review of Education Abingdon, Routledge. ISBN: 0-413-39861-4 (hb).
• Geoffrey Walford (2006) (ed.) Education and the Labour Government: an evaluation of two termsAbingdon, Routledge. ISBN: 0 415 36870 7 (hb).
• Geoff Troman, Bob Jeffrey and Geoffrey Walford (2005) (eds.) Methodological issues and practices in Ethnography. (Studies in Educational Ethnography, Volume 11) Amsterdam, New York, Oxford, Elsevier.  ISBN: 0-7623-1252-1 (hb).
• Geoff Troman, Bob Jeffrey and Geoffrey Walford (2004) (eds.) Identity, Agency, and Social Institutions in Educational Ethnography. (Studies in Educational Ethnography, Volume 10) Amsterdam, New York, Oxford, Elsevier. ISBN: 0-7623-1144-4 (hb).
• Bob Jeffrey and Geoffrey Walford (2004) (eds.)Ethnographies of Educational and Cultural Conflicts: Strategies and resolutions. (Studies in Educational Ethnography, Volume 9) Amsterdam, New York, Oxford, Elsevier. ISBN: 07623-11126 (hb).
• Holger Daun and Geoffrey Walford (2004) (eds.) Educational Strategies among Muslims in the Context of Globalization. Leiden, Brill. ISBN: 90-04-13675-4 (hb).
• Geoffrey Walford and W. S. F. Pickering (2003) (ed.) Durkheim and Modern Education, Japanese Edition. Tokyo, Tokyo Metropolitan University Press. ISBN: 4-88683-496-5 (hb).
• Geoffrey Walford (2003) (ed.) British Private Schools: research on policy and practice, London, Woburn Press. ISBN: 0-7130-0228-X,  0-7130-4048-3.
• Geoffrey Walford (2003) (ed.) Investigating Educational Policy through Ethnography, (Studies in Educational Ethnography, Volume  Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-1018-9 (hb).
• Geoffrey Walford (2002) (ed.) Doing a Doctorate in Educational Ethnography, (Studies in Educational Ethnography, Volume 7) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0906-7 (hb).
• Geoffrey Walford (2002) (ed.) Debates and Developments in Ethnographic Methodology, (Studies in Educational Ethnography, Volume 6) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0893-1.
• Phil Carspecken and Geoffrey Walford (2001) (eds.) Critical Educational Ethnography,
  (Studies in Educational Ethnography, Volume 5) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0797-8.
• Geoffrey Walford (2001) (ed.) Ethnography and Education Policy, (Studies in Educational Ethnography, Volume 4) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0768-4.
• Geoffrey Walford and Caroline Hudson (2000) (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0738-2.
• W. S. F. Pickering and Geoffrey Walford (2000) (eds.) Durkheim’s Suicide: a century of research and debate, London & New York, Routledge. ISBN: 0-415-20582-4.
• Alexander Massey and Geoffrey Walford (1999) (eds.) Explorations in Methodology, (Studies in Educational Ethnography, Volume 2) Stamford, CT, JAI Press. ISBN: 0-7623-0563-0.
• Geoffrey Walford and Alexander Massey (1998) (eds.) Children Learning in Context, (Studies in Educational Ethnography, Volume 1). London & Greenwich, CT, JAI Press. ISBN: 0-76230-436-7.
• Geoffrey Walford and W. S. F. Pickering (1998) (eds.) Durkheim and Modern Education, London & New York, Routledge. ISBN: 0-415-18168-2.
• Geoffrey Walford (1998) (ed.) Doing Research about Education, London & Washington D.C., Falmer. ISBN: 0-7507-0782-8,  0-7507-0783-6.
• Geoffrey Walford (1997) (ed.) Choice, Diversity and Equity in Secondary Schooling, Special Issue of Oxford Review of Education. ISSN:  0305-4985 .
• Richard Pring and Geoffrey Walford (1997) (eds.) Affirming the Comprehensive Ideal, London & Washington D.C., Falmer. ISBN: 0-7507-0619-8,  0-7507-0620-1.
• Geoffrey Walford (1996) (ed.) School Choice and the Quasi-Market, Special Issue of Oxford Studies in Comparative Education, Wallingford, Triangle Books. ISBN: 1-873927-23-1.
• Geoffrey Walford (1995) (ed.) La Otra Cara de la Investigación Educativa, Spanish edition of Doing Educational Research, translated by Javier Orduna Cosmen. Madrid, La Muralla. ISBN: 84-7133-646-4.
• Geoffrey Walford (1994) (ed.) Researching the Powerful in Education, London, UCL Press, ISBN: 1-85728-133-0, 1-85728-134-9.
• Geoffrey Walford (1993) (ed.) The Private Schooling of Girls: Past and present, London, Woburn Press, ISBN: 0-7130-0186-0.
• Geoffrey Walford (1992) (ed.) Privatne Skole. Iskustva u deset zemalja, Croatian edition of Private Schools in Ten Countries, translated by Mirna Varlandy Supek, Zagreb, Croatia, EDUCA Publishing House, ISBN: 86-7841-002-7.
• Geoffrey Walford (1991) (ed.) Doing Educational Research, London, Routledge, ISBN: 0415 05289 0,  0415 05290 4.
• Geoffrey Walford (1991) (ed.) Private Schooling: Tradition, change and diversity, London, Paul Chapman, ISBN: 185396 116 7.
• Geoffrey Walford (1989) (ed.) Private Schools in Ten Countries: Policy and practice, London & New York, Routledge, ISBN: 0415 03464 7.
• Andrew Pollard, June Purvis and Geoffrey Walford (1988) (eds.) Education, Training and the New Vocationalism: experience and policy, Milton Keynes & Philadelphia, Open University Press, ISBN: 0335 15845 5,  0335 15844 7.
• Geoffrey Walford (1987) (ed.) Doing Sociology of Education, Lewes & Philadelphia, Falmer, ISBN: 085000 145 6,  085000 146 4.
• Geoffrey Walford (1985) (ed.) Schooling in Turmoil, Beckenham, Croom Helm, ISBN: 07099 3618 4.
• Geoffrey Walford (1984) (ed.) British Public Schools: Policy and practice,
  Lewes & Philadelphia, Falmer, ISBN: 0905 273 84 2,  0905 273 83 4.

Anne’s main areas of research in Mathematics Education are exemplification and task design in mathematics teaching and learning, from a variation theory perspective; the role of mathematics education in social justice issues; the use of fine-grained approaches to analysis of mathematics interaction within socio-cultural perspectives and the school mathematics curriculum.

Detailed information, papers, presentations and activities can be found on her website at pmtheta.com and on researchgate.net.

Anne convened and co-edited an Study on Task Design for the International Committee on Mathematics Education and has co-authored a book about learning key ideas in secondary mathematics – Key Ideas in Teaching Mathematics for Oxford University Press.

Her most recent publication is the book: Care in Mathematics Education published by Palgrave-Macmillan.

She is a member of the Association of Teachers of Mathematics (ATM), the British Society for Research into the Learning of Mathematics, the International Group for the Psychology of Mathematics Education and the Higher Education Academy and the Canadian Mathematics Education Study Group. She is a Fellow of the International Society for Design and Development in Education.  In retirement she runs, with her husband John Mason, free workshops for teachers and others on key conceptual themes that run throughout mathematics (see pmtheta@home on pmtheta.com).

Anne is a member of the Quaker Values in Education Group of the Society of Friends, see: Rowe, D. and Watson, A. (eds.) (2018)  Faith and Experience in Education: essays on Quaker perspectives. London: Trentham Press.

Activities in curriculum

• Two syntheses of research about how children learn mathematics for the Nuffield Foundation: Key Understandings in Learning Mathematics (with Nunes and Bryant) and Key Ideas in Teaching Mathematics (with Jones and Pratt).
• Member of the expert drafting panel for the primary and secondary mathematics National Curriculum for the Department for Education.
• Curriculum Advisor to the Welsh Assembly.

Publications

Selected recent papers

• Biza, I., Hewitt, A., Watson, A., Mason, J. (2019) Generalization Strategies in Finding the nth Term Rule for Simple Quadratic Sequences. International Journal of Science and Mathematics Education, (), 1-22 DOI 10.1007/s10763-019-10009-0
• Venkat, H., Askew, M., Watson, A. & Mason, J. (2019) Architecture of Mathematical Structure. FLM 39(1), 19-23.
• Biza, I., Hewitt, A., Watson, A., Mason, J. (2019) Generalization Strategies in Finding the nth Term Rule for Simple Quadratic Sequences. International Journal of Science and Mathematics Education, (), 1-22 DOI 10.1007/s10763-019-10009-0
• Watson, A. & Mason, J. (2018) A tale of two digital games: How discussion can augment personal narratives. In R. Zazkis & P. Herbst (eds) Scripting approaches in mathematics education: Mathematical dialogues in research and practice.  73-88. Springer Publishers.
• Al-Murani, T., Kilhamn, C., Morgan, D., & Watson, A. (2018). Opportunities for learning: the use of variation to analyse examples of a paradigm shift in teaching primary mathematics in England. Research in Mathematics Education, 1-19.
• Watson, A., Ayalon, M., & Lerman, S. (2018). Comparison of students’ understanding of functions in classes following English and Israeli national curricula. Educational Studies in Mathematics, 97(3), 255-272.
• Ayalon, M., Watson, A. & Lerman, S. (2016) Students’ conceptualisations of function revealed through definitions and examples. Research in Mathematics Education. 19(1), 1-19
• Watson, A. (2016) Pedagogy of variations: synthesis of various notions of variation pedagogy in Huang, R. & Li, Y. (eds.) Teaching and learning mathematics through variation. p85-105. Rotterdam: Sense Publishers
• Ayalon, M., Watson, A. & Lerman, S. (2016) Reasoning about variables in 11 to 18 year olds: informal, schooled and formal expression in learning about functions. Mathematics Education Research Journal. 28(3), 379-404.
• Ayalon, M., Watson, A., & Lerman, S. (2015). Progression Towards Functions: Students’ Performance on Three Tasks About Variables from Grades 7 to 12. International Journal of Science and Mathematics Education, 90(3), 321-339
• Ayalon, M., Watson, A. and Lerman, S. (2015) Functions represented as linear sequential data: relationships between presentation and student responses Educational Studies in Mathematics.Online DOI 10.1007/s10649-015-9628-9
• Watson, A. and Ohtani, M. (2015) Themes and issues in mathematics education concerning task design: Editorial introduction. In Watson, A. and Ohtani, M. (eds.) Task Design in Mathematics Education: An ICMI study.  (pp. 3-18 ) Heidelberg: Springer
• Watson, A. and Thompson, D. (2015) Design issues related to text-based tasks. In Watson, A. and Ohtani, M. (eds.) Task Design in Mathematics Education: An ICMI study.  (pp.143-190) Heidelberg: Springer.
• Watson, A., De Geest, E. (2014) Department-initiated change. Educational Studies in Mathematics, 87(3), 351-368.

Selected Books

• Watson, A. (2021) Care in Mathematics Education: Alternative educational spaces and practices. Palgrave Macmillan.
• Watson, A. (ed.) (2018) Variation in mathematics: A collection of writings from ATM Mathematics Teaching. Association of Teachers of Mathematics, Derby, UK.
• Watson, A. and Ohtani, M. (2015) (Eds.) Task Design in Mathematics Education: An ICMI study.  Heidelberg: Springer.
• Watson, A.,  Jones, K. and Pratt, D. (2013)  Key Ideas in Teaching Mathematics: Research-based guidance for ages 9-19 (Oxford University Press + Nuffield website)
• Watson and P. Winbourne (eds.) (2007) New Directions for Situated Cognition in Learning Mathematics, pub. Springer
• Watson, A. (2006) Raising Achievement in Secondary Mathematics Maidenhead, Open University Press
• Watson, A. and Mason, J. (2005) Mathematics as a constructive activity: learners generating examples. Lawrence Erlbaum Publishers.

David Phillips is Emeritus Professor of Comparative Education, and Emeritus Fellow of St Edmund Hall.

A linguist by origin, David Phillips now works exclusively on various aspects of comparative and international education, with a particular focus on policy issues in historical context. He is the author of many publications, especially on education in Germany (more particularly in the post-war and post-unification periods) and on policy ‘borrowing’ in education. He has edited  Comparative Education, Research in Comparative and International Education, and the Oxford Review of Education and  and serves on the editorial boards of various other journals; he also edits the book series Oxford Studies in Comparative Education. He is co-chair of the Anglo-German Educational Research Group (www.aerg.org)

He has been Chair of the British Association for Comparative and International Education (BAICE). In 1990-91 he served on a commission of the German Wissenschaftsrat which reported to the German government on the future of teacher education in the territory of the former German Democratic Republic, and he has (2003-4) been a member of a commission appointed by the Minister for Science, Culture and the Arts in Baden-Württemberg with the task of evaluating educational studies in higher education in that state of the Federal Republic of Germany. He has evaluated projects for the Deutsche Forschungsgemeinschaft and for other research bodies. He is a Fellow of the Social Sciences Academy and a Fellow of the Royal Historical Society.

Professor Phillips’s main teaching involved theoretical and methodological issues in comparative education, educational policy in Western Europe (particularly EU countries) and in Eastern Europe, in Japan, and in the United States. Many of his doctoral students focused on education in Germany and Japan, and on a range of topics involving education and training policy in the European Union as well as on aspects of educational policy borrowing in a variety of contexts.

Professor of Sociology of Education in the Department of Education from 2010-2015, and before that Director of the Centre for Educational Sociology (CES), University of Edinburgh, Jenny also worked at Strathcyde, Keele, UWE Bristol, and the Open University.

She is an Honorary Professorial Visiting Fellow in the School of Social and Political Sciences, the University of Edinburgh, and has an attachment to the University of Umea, Sweden. She is a Fellow of the British Academy and has been a visiting scholar at Helsinki University, Finland. She holds an honorary doctorate from Turku University, Finland and is a member of the ESF College of Expert Reviewers. She teaches on the EU funded summer school in European Education Studies (SUSEES). The MOOC may be accessed here http://www.susees.eu/mooc-2017-lecture-2-governing-education-europe-changing-role-knowledge/

Research

Jenny is currently investigating the relationship between knowledge and policy in recovery planning for education across the UK after Covid. Jenny’s recent funded research was a Leverhulme Emeritus Fellowship, on Governing Education: knowledge and policy in England and Scotland since 1986. The study investigates the changing relationship between knowledge and policy in governing education in the period 1986-2015 in England and Scotland.

Jenny also continues to research and publish on education policy with a focus on governance and governing, through investigation of the resources that are being mobilized by new governing forms and through new policy technologies. She works in collaboration with colleagues in the UK and Europe, located in a variety of disciplines-including political science and social policy.

Ian is former President of BERA, 2013-2015. At OUDE he was Director of Professional Programmes and led the development of the Oxford Education Deanery.Before moving to Oxford, Ian was Professor of Teacher Education at the University of Glasgow. Prior to that he held posts at the University of the West of Scotland (Dean of Education and Media), London Metropolitan University (Head of School of Education), University of the West of England and the University of Gloucestershire.

Ian was President of the Scottish Educational Research Association from 2005–07 and chaired the Research and Development Committee of the Universities’ Council for the Education of Teachers from 2008-11. He is a Fellow of the Academy of Social Sciences and a Fellow of the Royal Society of Arts and is a Visiting Professor at Bath Spa University and Ulster University and an Honorary Professor at the University of Exeter. Since 2018 he has been a Senior Research Associate at Kazan Federal University, Russia.

Herb completed a BA (Hons) Psychology at Indiana University in 1968. After that, he achieved an MA at Indiana before moving to UCLA to complete a DPhil in Psychology in 1974.

Shortly after, he was appointed Head of Evaluation Research Services at University of Southern California for 5 years, before moving to Sydney, Australia in 1980 to take a position as Lecturer, and then Senior Lecturer, at Sydney University.

At the same time, he was a Reader in Education. He held these posts until 1990, when he joined the University of Western Sydney. Over the next 15 years at that institution, he served a number of roles, including Research Professor of Education, Professor of Psychology, Dean of Graduate Research Studies, Pro-Vice Chancellor of Research, and Director of Self-concept Enhancement and Learning Facilitation (SELF) Research Centre. Indeed, in 1997 he founded the SELF Research Centre, which now has over 450 members, including many of the top self-concept researchers in the world, and satellite centres at leading Universities in Australia, Europe, North America, and Asia (see http://self.uws.edu.au/). He served as Director of SELF until he departed at the start of 2006 to become a Professor at the University of Oxford.

Herb has supervised scores of Honours-level and Doctoral candidates. Some of his recent PhD supervisions have been in the areas of self-concept theory and intervention, motivation, scale development, bullying, mental toughness in elite athletes, the peer review process, and eating disorders, among others. They generally employ complex quantitative research techniques

Research

Herb Marsh is widely published with 350 articles in more than 70 different journals, 60 chapters, 14 monographs, and 350 conference papers; and co-edits the International Advances in Self Research monograph series. In the most important journals in his disciplines over the last quarter century he is the most frequently published author in American Educational Research Journal (29 articles) and the Journal of Sport & Exercise Psych (21 articles), and second most frequently published author in Journal of Educational Psychology (61 articles). He has a total of 276 journal articles listed in ISI that have been cited a total of more than 11,00 times – including 55 articles with at least 55 citations (ISI H index = 55) and one article with more than 1,100 citations.

He has been recognized as the most productive educational psychologist in the world, as one of the top 10 international researchers in Higher Education and in Social Psychology, and the 11th most productive researcher in the world across all disciplines of psychology. He is a highly cited researcher on ISI’s list of the “world’s most cited and influential scientific authors over a sustained period according to a common standard that covers all countries and all scientific disciplines” (http://isihighlycited.com/), one of only a few UK social science researchers to achieve this recognition and one of the few anywhere to achieve this distinction in two different categories (general social sciences and psychology/psychiatry; presently there is no classification for education).

He has reviewed articles for more than 75 journals and has been on the editorial boards of 14 international journals (J. Ed Psych; Am Ed Res J; Child Devel; Perspectives on Psych Sci; J Pers & Soc Psych; Structural Equation Modelling; Inter J of Sport Psych; Ed & Psych Measurement; J Exp Educ; Educ Res and Eval; J Sport & Exercise Psych; Int J of Sport & Exercise Psych; J of Contemporary Ed Psych; Organizational Res Methods; Multivariate Behavioral Res).

He has served on external advisory committees for the: Scientific Advisory Board of the German Max Planck Institute (Education and Human Development, Berlin); Hong Kong Institute of Educational Research, Chinese University of Hong Kong; Social Sciences and Humanities for the Swiss Federal Institute of Technology in Zürich (Zürich ETH); and the International Research School “The Life Course: Evolutionary and Ontogenetic Dynamics” co-organised by the Univ of Michigan (USA), Univ of Virginia (USA), Humboldt University (Germany), Free University (Germany) and the Max Planck Institute.

Professor Marsh’s research has consistently attracted external funding, including a 100% success record on 24 proposals to the highly competitive Australian Research Council during the last 25 years as well as more recent United Kingdom grants from the Economic and Social Research Council, Higher Education Funding Council for England, and Higher Education Authority.

Other international awards include a Career Achievement Award from the American Educational Research Association, the prestigious Wen Lin Visiting Professorship from The Chinese University of Hong Kong, a visiting travelling fellowship from the British Psychological Society, Fellow of the Australian Academy of Social Sciences and the Society of Multivariate Experimental Psychology, and many keynote presentations at international conferences including the presidential invited keynote addresses for 2007 meetings of both the British Educational Research Association and the American Educational Research Association. In 2008 Professor Marsh was awarded the ESRC Professorial Fellowship which provides professorial salary, support staff and infrastructure for an extended research programme, a highly competitive fellowship awarded to only 3-5 social science researchers across all of the UK.

Major research/scholarly interests

Self-concept and Motivational constructs: Theory, Measurement, Research, Enhancement; Teaching Effectiveness and Its Evaluation: Theory, measurement, research, and enhancement; Higher Education with a particular emphasis on students’ evaluation of teaching and relations between teaching and research; Developmental Psychology; Quantitative analysis, particularly confirmatory factor analysis, structural equation modelling, multilevel modelling; Sports psychology with a particular focus on physical self-concept and motivation; health psychology with a focus on motivational aspects of health related physical activity, physical fitness, and eating disorders; The peer review process in relation to both journals and research grants; Peer support and anti-bullying interventions.

Ingrid Lunt is a psychologist by background, and joined the Oxford Department of Education in 2005, having previously worked for 20 years at the Institute of Education, University of London.

She was Director of Graduate Studies for 5 years, and the first Director of the new ESRC Doctoral Training Centre (DTC) in the Social Sciences.

She has been President of the British Psychological Society (1998-1999), President of the European Federation of Psychologists Associations (1993-1999), and Vice President of the International Union of Psychological Science (2004-2008).

She has carried out research in the field of special educational needs and inclusive education, and more recently in the area of higher education, in particular higher professional education, and doctoral education. For the past 20 years she has been leading a project, initially funded by the European Union, which has been developing a common qualifications framework for psychologists across Europe.

Research

Ingrid’s research interests include higher professional learning, doctoral education, comparative higher education policy in European countries.

Publications

Selected publications include:

• Scott D., Brown A., Lunt I., Thorne L. (2004) Professional Doctorates: Integrating professional and academic knowledge. Open University Press and SRHE
• Klenowski V. and Lunt I. (2008) Enhancing Learning at Doctoral Level through the use of reflection? Assessment and Evaluation in Higher Education 33, 2, 203-217.
• Lunt I. (2008) Psychologist qualifications in Europe: Common standards for quality and mobility. Australian Psychologist 43, 4, 222-230
• Lunt I. (2008) Beyond tuition fees? The legacy of Blair’s government to higher education. Oxford Review of Education 34, 6, 741-752
• 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
• Lunt I. (2011) EuroPsy: the development of standards and competence of psychologists. European Psychologist 16, 2, 104-111
• Lunt I. and Peiro J. M. (2012) The Bologna Process, education and assessment in psychology. In Ed. D. Dunn, S.C Baker, C.M Mehrota, R.E. Landrum, M.M McCarthy Assessing teaching and learning in psychology: current and future perspectives. Wadsworth Publishing, Belmont CA.
• Lunt I., McAlpine L., Mills D. (2014) Lively bureaucracy: the ESRC’s Doctoral Training Centres and UK universities. Oxford Review of Education 40, 2, 151-170
• Lunt I. (2014) International frameworks for psychology education and training: a European perspective. In R. Silbereisen, P. Ritchie, J. Panday (eds.) Psychology Education and Training : a global perspective. Hove: Psychology Press
• Clarke, G. and Lunt, I. (2014) The concept of ‘originality’ in the PhD: how is it interpreted by examiners? Assessment and Evaluation in Higher Education, 39 (7), 803-820.
• Lunt I., Peiró J.M., Poortinga Y.H., Roe R.A. (2015) EuroPsy: Standards and Quality in Education for Professional Psychologists. Göttingen: Hogrefe Pub.

Geoffrey Walford is Emeritus Professor of Education Policy and an Emeritus Fellow of Green Templeton College at the University of Oxford.

He was previously Reader in Education Policy at Oxford, and Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham.

He has academic degrees from Oxford, Kent, London and the Open Universities, has authored or edited more than 40 books, and published rather too many academic articles and book chapters. He was Joint Editor of the British Journal of Educational Studies from 1999 to 2002, and was Editor of the Oxford Review of Education from 2004 to 2010. He remains as a Deputy Editor of Ethnography and Education and serves on several editorial boards.

Professor Walford’s main research foci are the relationships between central government policy and local processes of implementation, private schools, choice of schools, religiously-based schools, and ethnographic research methodology. He remains engaged with various scholarly writing activities working, in particular, on issues connected to private schooling for the poor and social justice. He was awarded a DLitt from Oxford University in 2016.

Publications

Major articles and book chapters

• Geoffrey Walford (2024) ‘Learning to Labour and the labour of learning: A question of research methods.’ Ethnography and Education, 19, 1, pp. 1-16.
• Geoffrey Walford (2024) ‘The Radcliffe Observatory, Oxford: New light on its building history.’ The Georgian Group Journal, 32, pp. 201-222.
• Geoffrey Walford (2023) ‘Low-fee private schools.’  In Bob Tierney, Fazal Rizvi and Kadriye Wrcikan (editors-in-chief); Fazal Rizvi and Jason Beech (eds.) Section 1, Globalization and shifting geopolitics of education, International Encyclopedia of Education 4^th edition, Vol 1 (Oxford: Elsevier) pp.355-365.
• Geoffrey Walford (2022) ‘Country houses repurposed as private schools: what might be the motivations?’  Oxford Review of Education, 48, 1, pp. 14-27.
• Geoffrey Walford (2021) ‘Country houses repurposed as private schools: building on inequality.’ Oxford Review of Education, 47, 3, pp. 369-385.
• Geoffrey Walford (2021) ‘What is worthwhile auto-ethnography? Research in the age of the selfie.’ Ethnography and Education, 16, 1, pp. 31-43.
• Geoffrey Walford (2020) ‘Interviews and interviewing in the ethnography of education.’ In George W. Noblit. (ed.) Oxford Encyclopedia of Qualitative Research Methods in Education (New York: Oxford University Press) (Reprint) pp. 672-685.
• Geoffrey Walford (2020) ‘Ethnography is not qualitative.’ Ethnography and Education, 15, 1, pp. 122-136.
• Geoffrey Walford (2019) ‘The provenance of Stowe. Percy Warrington: the founder schools wished to forget.’ History of Education Researcher, 104, pp. 100-108.
• Geoffrey Walford (2018) ‘The impossibility of anonymity in ethnographic research.’ Qualitative Research, 18, 5, pp. 516-525.
• Geoffrey Walford (2018) ‘Interviews and interviewing in the ethnography of education.’Oxford Research Encyclopedia of Education, Editor in Chief: George W. Noblit. On-line. DOI: 10.1093/acrefore/9780190264093.013.320, May, pp. 20.
• Geoffrey Walford (2018) ‘Recognisable continuity. A defence of multiple methods.’ In Dennis Beach, Carl Bagley, and Sofia Maques da Silva (eds.) The Wiley Handbook of Ethnography of Education (London, Wiley) pp. 17-29.
• Geoffrey Walford (2017) ‘Ruling-class classification and framing.’ In Agnés Van Zanten (ed.) Elites in Education, Volume 2, National Traditions and Cosmopolitism in Elite Education. (London, Routledge) (Reprint)
• Geoffrey Walford (2016) ‘Ethnographic methodology: A Virtual Special Issue of Ethnography and Education. Introduction.’ Ethnography and Education.
• Geoffrey Walford (2015) ‘The globalisation of low-fee private schools’ In Joseph Zajda (ed.) Second International Handbook on Globalisation, Education and Policy Research (Amsterdam, Springer) ISBN: 978-94-017-9492-3, pp. 309-20.
• Geoffrey Walford (2014) ‘Site selection within comparative case study and ethnographic research.’ (Reprint) In Malcolm Tight (ed.) Case Studies (London, Sage)
• Ian Macpherson, Susan Robertson and Geoffrey Walford (2014) ‘An introduction to privatisation, education and social justice.’ In Ian Macpherson, Susan Robertson and Geoffrey Walford (eds.) Education, Privatisation, and Social Justice: Case studies from Africa, South Asia, and South East Asia (Abingdon, Symposium) pp. 9-24.
• Ingrid Lunt and Geoffrey Walford (2014) ‘Contributions to the sociology of education: Past, present and future. A Festschrift for John Furlong.’ Oxford Review of Education, 40, 4, pp. 411-414.
• Geoffrey Walford (2014) ‘From City Technology Colleges to Free schools: Ideas of social justice.’ Research Papers in Education, 29, 3, pp. 315-329.
• Geoffrey Walford (2014) ‘Introduction: Academies, Free Schools and social Justice.’ Research Papers in Education, 29, 3, pp. 263-267.
• Geoffrey Walford (2013) ‘The development of private and public schools in England.’ In Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.) Privatschulen versus staatliche Schulen (Wiesbaden, Germany: Springer Fachmedien Wiesbaden) pp. 89-102.  ISBN: (pb) 978-3-531-18199-8; (e-book) 978-3-531-18978-9.
• Geoffrey Walford (2013) ‘Low-fee private schools: a methodological and political debate.’ In Prachi Srivastava (ed.) Low-Fee Private Schooling: Aggravating equity or mitigating disadvantage? (Oxford: Symposium Books) pp. 199-213. ISBN: 978-1-873927-91-5.
• Geoffrey Walford (2013) ‘State support for private schooling in India: What do the evaluations of the British Assisted Places Schemes suggest?’ Oxford Review of Education, 39, 4, pp. 533-547.
• Geoffrey Walford (2013) ‘The development of private and public schools in England.’ In Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.) Privatschulen versus staatliche Schulen (Wiesbaden, Germany: Springer Fachmedien Wiesbaden) pp. 89-102.
• Geoffrey Walford (2013) ‘Low-fee private schools: a methodological and political debate.’ In Prachi Srivastava (ed.) Low-Fee Private Schooling: Aggravating equity or mitigating disadvantage? (Oxford, Symposium Books) pp. 199-213.
• Geoffrey Walford (2012) ‘Researching the powerful in education: a re-assessment of the problems.’ International Journal for Research and Method in Education, 35, 2, pp. 111-118
• Geoffrey Walford (2011) ‘Globalization and low-fee private schools?’ Educational Practice and Theory, 33, 1, pp. 37-50.
• Geoffrey Walford (2011) ‘The Oxford Ethnography Conference: A place in history?’ Ethnography and Education, 6, 2, pp. 133-145.
• Geoffrey Walford (2011) ‘Low-fee private schools in England and in less economically developed countries. What can we learn from a comparison?’ Compare, 41, 3, pp. 401-413.
• Eric Tucker, Madhu Viswanathan and Geoffrey Walford (2010) ‘Reflections on social measurement:  How social scientists generate, modify, and validate indicators and scales.’ In Geoffrey Walford, Eric Tucker and Madhu Viswanathan (eds.) The Sage Handbook of Measurement(London, Sage) pp. 1-5.
• Geoffrey Walford (2010) ‘Faith-based schools in England after ten years of Tony Blair’, in Geoffrey Walford (ed.) Blair’s Educational Legacy? (London, Routledge) pp. 52-62.
• Geoffrey Walford (2009) ‘For ethnography?’ Ethnography and Education, 4, 3, pp. 273-284.
• Geoffrey Walford (2009) ‘Private schools in England.’ Zeitschrift für Pädagogik, 55, 5, pp. 716- 731.
• Geoffrey Walford (2009) ‘The practice of writing ethnographic fieldnotes.’ Ethnography and Education, 4, 2, pp. 117-130.
• Geoffrey Walford (2009) ‘Symposium review of: John Beck, Meritocracy, Citizenship and Education’ (with Anthony Giddens and Yoshiko Nozaki) British Journal of Sociology of Education, 30, 1, pp. 97-105.
• Geoffrey Walford (2008) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’ In Paul Atkinson and Sara Delamont (eds.) Representing Ethnography (London, Sage) pp. 147-162.
• Geoffrey Walford (2008) ‘Selecting sites, and gaining ethical and practical access.’ In Geoffrey Walford (ed.)How to do Educational Ethnography (London, Tufnell Press) pp. 16-38.
• Geoffrey Walford (2008) ‘The nature of educational ethnography.’ In Geoffrey Walford (ed.) How to do Educational Ethnography (London, Tufnell Press) pp. 1-15.
• Martin Forsey, Scott Davies and Geoffrey Walford (2008) ‘The globalisation of school choice: an introduction to key issues and concerns.’ In Martin Forsey, Scott Davies and Geoffrey Walford (eds.) The Globalisation of School Schoice? (Abingdon, Symposium Books) pp. 9-25.
• Geoffrey Walford (2008) ‘School choice in England: globalisation, policy borrowing or policy corruption? In Martin Forsey, Scott Davies and Geoffrey Walford (eds.) The Globalisation of School Schoice? (Abingdon, Symposium Books) pp. 95-109.
• Geoffrey Walford (2008) ’Faith-based schools in England after 10 years of Tony Blair.’ Oxford Review of Education, 34, 6, pp. 689-699.
• Geoffrey Walford (2008) ‘Muslim schools in England and the Netherlands: sustaining cultural continuity.’ In Zvi Bekerman and Ezra Kopelowitz (eds.) Cultural Education – Cultural Sustainability: Minority, diaspora, indigenous and ethno-religious groups in multicultural societies. (London, Routledge)
• Geoffrey Walford (2007) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’ In Alan Bryman (ed.) Qualitative Research 2, Volume 3 Issues of Representation and reflexivity (London, Sage) pp. 214-229.
• Geoffrey Walford (2007) ‘Classification and framing of interviews in ethnographic interviewing. Ethnography and Education, 2, 2, pp. 145-157.
• Geoffrey Walford and Prachi Srivastava (2007) ‘Examining Private Schooling in Less Economically Developed Countries: Key Issues and New Evidence.’ In Prachi Srivastava and Geoffrey Walford (2007) (eds.) Private Schooling in Less-Economically Developed Countries: Asian and African perspectives (Abingdon, Symposium Books)
• Geoffrey Walford (2007) ‘Everyone generalizes, but ethnographers should resist doing so.’ In Geoffrey Walford (ed.) Methodological Developments in Ethnography (Studies in Educational Ethnography, Volume 12) (Amsterdam, New York, Oxford, Elsevier)
• Geoffrey Walford (2006) ‘New Christian schools in England: What are the equity mplications?’ International Journal of Learning, 13, 5, pp. 167-176.
• Geoffrey Walford (2006) ‘From City Technology Colleges to sponsored grant-maintained schools.’ In David Phillips and Geoffrey Walford (eds.) Tracing Education Policy. Selections from the Oxford Review of Education(London, Routledge) pp. 359-375.
• Geoffrey Walford (2006) ‘Introduction: education and the Labour Government.’ In Geoffrey Walford (ed.) Education and the Labour Government. An evaluation of two terms. (London, Routledge).
• Geoffrey Walford (2005) ‘Learning and the local community: Is community involvement always a good thing?’ International Journal of Learning, 11, pp. 1219-1225.
• Geoffrey Walford (2005) ‘Research ethical guidelines and anonymity.’ International Journal of Research and Method in Education, 28, 1, pp. 83-93.
• Holger Daun, Reza Arjmand and Geoffrey Walford (2004) ‘Muslims and education in a global context.’ In Holger Daun and Geoffrey Walford (eds.) Educational Strategies among Muslims in the Context of Globalization. Some National Case Studies. (Leiden, Boston, Brill) pp. 5-36.
• Geoffrey Walford (2004) ‘Private schooling in England’ (in Chinese) Journal of Non-Government Educational Development, 103, pp. 55-60.
• Geoffrey Walford (2004) ‘When tradition meets modern law: changing the role of the Oxford University Proctors.’ Research in Education, 72, pp. 103-114.
• Geoffrey Walford (2004) ‘No discrimination on the basis of irrelevant qualifications.’ Cambridge Journal of Education, 34, 3, pp. 353-361.
• Geoffrey Walford (2004) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’Qualitative Research, 4, 3, pp. 403-417.
• Geoffrey Walford (2003) ‘Country Report on school-based management in England.’ Precedings of the Third International Forum on Educational Reform Education Decentralization Revisited: School-Based Management(Bangkok, Office of the Education Council) pp. 1-23.
• Geoffrey Walford (2003) ‘Separate schools for religious minorities in England and the Netherlands: using a framework for the comparison and evaluation of policy.’Research Papers in Education , 18, 3, pp 1-19.
• Geoffrey Walford (2003) ‘School choice, educational change and inequality in England.’ In The Organising Committee (eds.) Proceedings of the 37^th Annual Conference of the Japan Educational Administration Society(Tokyo, Dojidai Sha, Nichi-nichi Kyoiku Bunko)  pp. 19-49 (in Japanese) pp.147-172 (in English).
• Geoffrey Walford (2003) ‘Muslim schools in Britain.’ In Geoffrey Walford (ed.) British Private Schools: research on policy and practice. (London, Woburn Press) pp. 158-174.
• Geoffrey Walford (2003) ‘Introduction.’ In Geoffrey Walford (ed.) British Private Schools: research on policy and practice. (London, Woburn Press) pp. 1-8.
• Geoffrey Walford (2003) ‘School choice and educational change in England and Wales.’ In  David N. Plank and Gary Sykes (eds.) Choosing Choice: School Choice in International Perspective (New York & London, Teachers College Press) pp. 68-91.
• Geoffrey Walford (2002) ‘Education.’ In W. S. F. Pickering (ed.) Durkheim Today, New York, Oxford, Berghahn Books,  pp. 105-115.
• Geoffrey Walford (2002) ‘Introduction.’ In Geoffrey Walford (ed.) Doing a Doctorate in Educational Ethnography (Studies in  Educational Ethnography, Volume 7) Amsterdam, New York, Oxford, JAI, pp. 1-8.
• Geoffrey Walford (2002) ‘When policy moves fast, how long can ethnography take?’ In Bradley A. U. Levinson, Sandra L. Cade, Ana Padawer and Ana Patricia Elvir (eds.) Ethnography and Education Policy Across the Americas, Westport, CT, Praeger,  pp. 23-38.
• Geoffrey Walford (2002) ‘Why don’t we name our research sites?’ In Geoffrey Walford (ed.) Educational Ethnography and Methodology, (Studies in Educational Ethnography, Volume 6) Amsterdam, New York, Oxford, JAI, pp. 95-105.
• Geoffrey Walford (2002) ‘Educational reform and sociology in England and Wales.’ In David L. Levinson, Peter W. Cookson, Jr., and Alan R. Sadovnik (eds.) Education and Sociology: An Encyclopaedia, New York and London, RoutledgeFalmer, pp. 211-219.
• Geoffrey Walford (2002) ‘Classification and framing of the curriculum in evangelical Christian and Muslim schools in England and the Netherlands.’ Educational Studies, 28, 4, pp. 403-419.
• Geoffrey Walford (2002) ‘Redefining school effectiveness.’ Westminster Studies in Education, 25, 1, pp. 47-58.
• Geoffrey Walford (2001) ‘The state and civil society in education in England: past developments and current problems.’ In Heinz-Dieter Meyer and William Lowe Boyd (eds.) Education between State, Markets, and Civil Society: Comparative perspectives, Mahwah, NJ & London, Lawrence Erlbaum Associates, pp. 81-100.
• Geoffrey Walford (2001) ‘Privatization in industrialized countries.’ In Henry M. Levin (ed.) Privatizing Education. Can the marketplace deliver choice, efficiency, equity, and social cohesion? Boulder, CO  & Oxford, Westview Press, pp. 178-200.
• Geoffrey Walford (2001) ‘From common schooling to selection? Affirming and contesting the comprehensive ideal, 1976-2001.’ In Robert Phillips and John Furlong (eds.)  Education, Reform and the State: Politics, Policy and Practice 1976-2001 London & New York, RoutledgeFalmer, pp. 45-57.
• Geoffrey Walford (2001) ‘Introduction: ethnography and policy.’ In Geoffrey Walford (ed.) Ethnography and Education Policy, (Studies in Educational Ethnography, Volume 4) Amsterdam, New York, Oxford, JAI, pp. 1-9.
• Geoffrey Walford (2001) ‘Durkheim, democracy and diversity: some thoughts on recent changes in England and Wales.’ In W S F Pickering (ed.) Emile Durkheim: Critical Assessments of Leading Sociologists. Volume VI,London & New York, Routledge, pp. 543-559.
• Geoffrey Walford (2001) ‘Introduction’ (to Education Section). In W S F Pickering (ed.) Emile Durkheim: Critical Assessments of Leading Sociologists. Volume VI, London & New York, Routledge, pp. 365-371.
• Geoffrey Walford (2001) ‘Funding for religious schools in England and the Netherlands. Can the piper call the tune?’ Research Papers in Education, 16, 4, pp. 359-380.
• Geoffrey Walford (2001) ‘Evangelical Christian schools in England and the Netherlands.’  Oxford Review of Education, 27, 4, pp. 529-541.
• Geoffrey Walford (2001) ‘Building identity through communities of practice: Evangelical Christian schools in the Netherlands.’ International Journal of Education and Religion, 2, 2, pp. 126-143.
• Geoffrey Walford (2001) ‘The fate of the new Christian schools: from growth to decline?’ Educational Studies,27, 4, pp. 465-477.
• Geoffrey Walford (2001) ‘Site selection within comparative case-study and ethnographic research.’ Compare, 31, 2, pp.151-164.
• Geoffrey Walford (2001) ‘Does the market ensure quality?’ Westminster Studies in Education 24, 1, pp. 23-33.
• Geoffrey Walford (2000) ‘School choice and social exclusion in England and Wales.’ In John Sayer and Johan Vanderhoven (eds.) School Choice, Equity and Social Exclusion, Leuven, Garant.
• Geoffrey Walford (2000) ‘Introduction.’ In Geoffrey Walford and Caroline Hudson (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI/Elsevier.
• Geoffrey Walford (2000) ‘First days in the field: gender and sexuality in an evangelical Christian school.’ In Geoffrey Walford and Caroline Hudson (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI/Elsevier.
• W S F Pickering and Geoffrey Walford (2000) ‘Introduction.’ In W. S.F. Pickering and Geoffrey Walford (eds.)Durkheim’s Suicide: a century of research and debate, London & New York, Routledge, pp. 1-10.
• Geoffrey Walford (2000) ‘What’s new about academic capitalism’ Learning & Managing, 6, 2, pp. 174-181.
• Geoffrey Walford (2000) ‘Government policy on private schooling in England’ Education and Society, 18, 1, pp. 25-43.
• Geoffrey Walford (2000) ‘From City Technology Colleges to sponsored grant-maintained schools’ Oxford Review of Education, 26, 2, pp. 145-158.
• Geoffrey Walford (2000) ‘A policy adventure: sponsored grant-maintained schools’ Educational Studies, 26, 2, pp. 247-262.
• Geoffrey Walford (1999) ‘L’enseignement privé en Angleterre: tendances récentes et problèmes soulevés’Carrefours de l’éducation, 8, pp. 126-139.
• Geoffrey Walford (1999) ‘Selling your way in: gaining access to research sites.’ In Alexander Massey and Geoffrey Walford (eds.) Explorations in Methodology, (Studies in Educational Ethnography, Volume 2)  Stamford, CT, JAI Press,  pp. 1-15.
• Geoffrey Walford (1999) ‘Educating religious minorities within the English state-maintained sector’International Journal of Educational Management, 13, 2, pp. 98-106.
• Geoffrey Walford (1998) ‘Durkheim, democracy and diversity: some thoughts on recent changes in England.’ In Geoffrey Walford and W. S. F. Pickering (eds.)  Durkheim and Modern Education, London & New York, Routledge, pp. 125-141.
• W. S. F. Pickering and Geoffrey Walford (1988) ‘Introduction: Durkheim and education.’ In Geoffrey Walford and W. S. F. Pickering (eds.) Durkheim and Modern Education, London & New York, Routledge, pp. 1-16.
• Alexander Massey and Geoffrey Walford (1998) ‘Children learning: Ethnographers learning.’ In Geoffrey Walford and Alexander Massey  (eds.) Children Learning in Context, (Studies in Educational Ethnography, Volume 1), Stamford, CT & London, JAI Press, pp. 1-18.
• Geoffrey Walford (1998) ‘Essay review: Is there a ‘new variant’ diploma disease?’ Oxford Review of Education, 24, 3,  pp. 405-409.
• David Rigoni and Geoffrey Walford (1998) ‘Questioning the quick-fix: Assertive Discipline and the 1997 Education White Paper’ Journal of Education Policy, 13, 3, pp. 443-452.
• Geoffrey Walford (1998) ‘Compulsive writing behaviour: getting it published.’ In Geoffrey Walford (ed.) Doing Research About Education, London & Washington D.C., Falmer, pp. 184-198.
• Geoffrey Walford (1998) ‘Research accounts count.’ In Geoffrey Walford (ed.) Doing Research About Education, London & Washington, D.C., Falmer, pp. 1-10.
• Geoffrey Walford (1998) ‘Reading and writing the small print: The fate of sponsored grant-maintained schools.’  Educational Studies, 24, 2, pp. 241-257.
• Geoffrey Walford (1997) ‘School choice and the common good: a reply to Brighouse’ Oxford Review of Education, 23, 4, pp. 517-521.
• Geoffrey Walford (1997)  ‘The 14-19 curriculum in private schools.’ In Sally Tomlinson (ed.) Education 14-19: Critical Perspectives, London & Atlantic Highlands, NJ, Athlone, pp. 101-112.
• Geoffrey Walford (1997) ‘Diversity, choice and selection in England and Wales’ Educational Administration Quarterly 33, 2, pp. 158-169.
• Geoffrey Walford (1997) ‘Sponsored grant-maintained schools: extending the franchise?’ Oxford Review of Education, 23, 1, pp. 31-44.
• Geoffrey Walford (1997) ‘Education and private schools.’ In Anthony Giddens (ed.) Sociology: Introductory readings, Cambridge, Polity, pp. 329-336.
• Steven Carroll and Geoffrey Walford (1997) ‘The child’s voice in school choice’ Educational Management and Administration, 25, 2, pp. 169-180.
• Geoffrey Walford (1997) ‘Privatization and selection.’ In Richard Pring and Geoffrey Walford (eds.) Affirming the Comprehensive Ideal, London, Falmer.
• Steven Carroll and Geoffrey Walford (1997) ‘Parents’ responses  to the school quasi-market’ Research Papers in Education, 12, 1, pp. 3-26.
• Geoffrey Walford (1997) ‘Power and responsibility in pressure group activity.’ In Keith Watson, Sohan Modgil and Celia Modgil (eds.)  Educational Dilemmas: Debate and diversity, London, Cassell,  pp. 247-253 and 264-265.
• Steven Carroll and Geoffrey Walford (1996) ‘A panic about school choice’ Educational Studies, 22, 3, pp. 393-407.
• Geoffrey Walford (1996)  ‘School choice and equity in England and Wales’  Oxford Studies in Comparative Education, 6, 1, pp. 49-62.
• Geoffrey Walford (1996) ‘Diversity and choice in school education: an alternative view’ Oxford Review of Education,  22, 2, pp. 143-154.
• Geoffrey Walford (1996)  ‘Faith-based grant-maintained schools: Selective international policy borrowing from The Netherlands’ in John Ahier, Ben Cosin and Margaret Hales (eds.) Diversity and Change: Education, policy and selection, London, Routledge, pp. 63-78.
• Geoffrey Walford (1995)  ‘The Northbourne amendments: Is the House of Lords a garbage can?’ Journal of Education Policy, 10 (5) pp. 413-425.
• Geoffrey Walford (1995) ‘Faith-based schools, diversity and inequity.’ In Gwen Wallace (ed.)  Schools, Markets and Management, Bournmouth, Hyde Publications, pp. 13-20.
• Geoffrey Walford (1995) ‘The Christian Schools Campaign – a successful educational pressure group?’ British Educational Research Journal, 21 (4) pp. 451-464.
• Geoffrey Walford (1995)  ‘Faith-based grant-maintained schools: Selective international policy borrowing from The Netherlands.’ Journal of Education Policy, 10 (2) pp. 245-257.
• Geoffrey Walford (1995) ‘Classification and framing in English public boarding schools.’  In Paul Atkinson, Brian Davies and Sara Delamont (eds.) Discourse and Reproduction. Essays in honor of Basil Bernstein, New Jersey, USA, Hampton Press, pp. 191-207.
• Geoffrey Walford (1994)  ‘A return to selection?’ Westminster Studies in Education, 17, pp. 19-30.
• Geoffrey Walford (1994) ‘Political commitment in the study of the City Technology College, Kingshurst.’  In David Halpin and Barry Troyna (eds.) Researching Education Policy: Ethical and Methodological Issues, London, Falmer, pp. 94-106.
• Geoffrey Walford (1994)  ‘The dilemma of choice in education.’ In Ian Lawrence (ed.) Education Tomorrow, London, Cassell, pp. 130-144.
• Geoffrey Walford (1994)  ‘Reflections on researching the powerful.’ In Geoffrey Walford (ed.) Researching the Powerful in Education, London, UCL Press, pp. 222-231.
• Geoffrey Walford (1994)  ‘Ethics and power in a study of pressure group politics.’ In Geoffrey Walford (ed.)Researching the Powerful in Education, London, UCL Press, pp. 81-93.
• Geoffrey Walford (1994) ‘A new focus on the powerful.’ In Geoffrey Walford (ed.) Researching the Powerful in Education, London, UCL Press, pp. 2-11.
• Geoffrey Walford (1994) ‘Educational choice, control and inequity.’ In David Scott (ed.) Accountability and Control in Educational Settings, London, Cassell, pp. 73-86.
• Colin Poyntz and Geoffrey Walford (1994) ‘The new Christian schools: A survey.’  Educational Studies, 20, 1, pp. 127-143.
• Geoffrey Walford (1994) ‘The new religious grant-maintained schools.’ Educational Management and Administration, 22, 2, pp. 123-130.
• Geoffrey Walford (1994)   ‘Weak choice, strong choice and the new Christian schools.’ In J. Mark Halstead (ed.)  Parental Choice and Education: Principles, policies and practice,  London, Kogan Page, pp. 139-150.
• Geoffrey Walford (1993)  ‘Self-managing schools, choice and equity.’ In John Smyth (ed.) A Socially Critical View of the Self-Managing School, Basingstoke, Falmer, pp. 229-244.
• Geoffrey Walford (1993)  ‘Selection for secondary schooling.’  In Briefings for the Paul Hamlyn Foundation National Commission on Education,  London, Heinemann, pp. 89-102.
• Geoffrey Walford (1993) ‘The real lessons in school reform from Britain.’ Educational Policy, 7, 2, pp. 212-222.
• Geoffrey Walford (1993) ‘Girls’ private schooling: past and present.’ In Geoffrey Walford (ed.) The Private Schooling of Girls: Past and present, London, Woburn Press, pp. 9-32.
• Geoffrey Walford (1992)  Selection for Secondary Schooling National Commission on Education Briefing Paper No. 7,  October.
• Geoffrey Walford (1992) ‘Educational reform in the 1980s: National case studies. Great Britain.’ In Peter W. Cookson, Jr., Alan R. Sadovnik and Susan F. Semel (eds.) International Handbook of Educational Reform, Westport, CT, USA, Greenwood Press, pp. 209-227.
• Geoffrey Walford (1992) ‘Educational choice and equity in Great Britain.’ Educational Policy (USA), 6, (2) pp. 123-138.
• Geoffrey Walford (1992) ‘The reform of higher education.’ In Madeline Arnot and Len Barton (eds.)  Voicing Concerns: Sociological Perspectives on contemporary educational reforms, Wallingford, Triangle Books, pp. 186-200.
• Sharon Gewirtz, Henry Miller and Geoffrey Walford (1991) ‘Parents’ individualist and collectivist strategies at the City Technology College, Kingshurst.’ International Studies in Sociology of Education, 1, pp. 173-191.
• Geoffrey Walford (1991)  ‘The changing relationship between government and higher education in Britain.’  In Guy Neave and Frans van Vught (ed.) Prometheus Bound. The changing relationship between government and higher education in Western Europe, Oxford, Pergamon, pp. 165-183.
• Geoffrey Walford (1991) ‘Researching the City Technology College, Kingshurst.’  In Geoffrey Walford (ed.)Doing Educational Research, London, Routledge, pp. 82-100.
• Geoffrey Walford (1991)  ‘Reflexive accounts of doing educational research.’ In Geoffrey Walford (ed.)  Doing Educational Research, London, Routledge, pp. 1-17.
• Geoffrey Walford (1991)  ‘Choice of school at the first City Technology College.’ Educational Studies, 17, 1, pp. 65-75.
• Geoffrey Walford (1991)  ‘City Technology Colleges: A private magnetism?’ In Geoffrey Walford (ed.)  Private Schooling: Tradition, change and diversity, London, Paul Chapman, pp. 158-76.
• Geoffrey Walford (1991) ‘The reluctant private sector: of small schools, people and politics.’ In Geoffrey Walford (ed.) Private Schooling: tradition, change and diversity, London Paul Chapman, pp. 115-32.
• Geoffrey Walford (1990)  ‘Developing choice in British education.’  Compare. A Journal of Comparative Education, 20, 1, pp 22-56.
• Geoffrey Walford (1990) ‘The 1988 Education Reform Act for England and Wales: Paths to privatization.’ Educational Policy, 4, 2, pp. 127-44.
• Mark H. Robson and Geoffrey Walford (1989) ‘Independent schools and tax policy under Mrs Thatcher.’ Journal of Education Policy, 4, 2, pp. 149-62.
• Geoffrey Walford (1989) ‘Scotland: Changes in government policy towards private schools.’ In Geoffrey Walford (ed.)  Private Schools in Ten Countries: Policy and practice, London, Routledge, pp. 32-56.
• Geoffrey Walford (1989)  ‘Private schools policy and practice in comparative perspective.’ In Geoffrey Walford (ed.) Private Schools in Ten Countries: Policy and practice, London, Routledge, pp. 1-7.
• Geoffrey Walford (1989)  ‘Bullying in public schools: Myth and reality.’ In Delwyn P. Tattum and David Lane (eds.) Bullying in Schools, London, Trentham Books, pp. 81-88.
• Geoffrey Walford (1988)  ‘Young people’s views about the Youth Training Scheme in Scotland.’ British Journal of Sociology of Education, 9, 4, pp. 437-51.
• Geoffrey Walford (1988)  ‘Shouts of joy and cries of pain: investigating young people’s comments on leaving school and entering the labour market.’ In David Raffe (ed.)  Education and the Youth Labour Market: Schooling and scheming, Lewes, Falmer, pp. 243-65.
• Geoffrey Walford, June Purvis and Andrew Pollard (1988)  ‘Ethnography, policy and the emergence of the new vocationalism.’  In Andrew Pollard, June Purvis and Geoffrey Walford (eds.) Education, Training and the New Vocationalism: Experience and policy, Milton Keynes, Open University Press, pp. 3-14.
• Geoffrey Walford (1988) ‘Training the elite – for education, training and jobs.’ Collected Original Resources in Education, 12, 1, pp. 1-19.
• Geoffrey Walford (1988)  ‘The privatisation of British higher education.’ European Journal of Education, 23, 1/2, pp. 47-64.
• Geoffrey Walford (1988)  ‘The Scottish Assisted Places Scheme. A comparative study of the origins, nature and practice of the APS in Scotland, England & Wales.’ Journal of Education Policy, 3, 2, pp. 137-53.
• Mark H. Robson and Geoffrey Walford (1988)  ‘U.K. tax policy and independent schools.’ British Tax Review, 2, pp. 38-54.
• Geoffrey Walford (1987)  ‘How important is the independent sector in Scotland’ Scottish Educational Review, 19, 2, pp. 108-21.
• Geoffrey Walford (1987)  ‘How dependent is the independent sector?’ Oxford Review of Education, 13, 3, pp. 275-96.
• Geoffrey Walford (1987)  ‘Research role conflicts and compromises in public schools.’  In Geoffrey Walford (ed.) Doing Sociology of Education, Lewes, Falmer, pp. 45-65.
• Geoffrey Walford (1987)  ‘The research process.’ In Geoffrey Walford (ed.) Doing Sociology of Education, Lewes, Falmer, pp. 1-15.
• Geoffrey Walford and Sïan Jones (1986) ‘The Solihull adventure. An attempt to reintroduce selective education.’  Journal of Education Policy, 1, 3, pp. 239-53.
• Geoffrey Walford (1986)  ‘Ruling-class classification and framing.’  British Educational Research Journal, 12, 2, pp. 183-95.
• Henry Miller and Geoffrey Walford (1986) ‘A case study of financial constraints in British universities.’ IHELG Monograph, Number 86/5, Institute for Higher Education Law and Governance, University of Houston, Texas, USA.
• Geoffrey Walford (1985)  ‘The influence of external pressure groups on the school curriculum: Two examples.’  Collected Original Resources in Education, 9, 2, pp. 1-45.
• Geoffrey Walford (1985)  ‘The construction of a curriculum area.’ British Journal of Sociology of Education, 6, 2, pp. 155-71.
• Henry Miller and Geoffrey Walford (1985)  ‘University cut and thrust.’  In Geoffrey Walford (ed.) Schooling in Turmoil, Beckenham, Croom Helm, pp. 244-68.
• Richard Thompson and Geoffrey Walford (1985)  ‘Teachers learning about industry: The two curricula and cultural disadvantage.’  In Geoffrey Walford (ed.) Schooling in Turmoil, Beckenham, Croom Helm, pp. 59-83.
• Geoffrey Walford (1984)  ‘The changing professionalism of public school teachers.’ In Geoffrey Walford (ed.) British Public Schools: Policy and practice, Lewes, Falmer, pp. 111-35.
• Geoffrey Walford (1984)   ‘The numbering of postgraduate research.’  Higher Education Review, 16, 2, pp. 61-65.
• Geoffrey Walford (1983)  ‘Science education and sexism in the Soviet Union.’  School Science Review, 85, 2, pp. 213-24.
• Geoffrey Walford (1983)  ‘Postgraduate education and the student’s contribution to research.’ British Journal of Sociology of Education, 4, 3, pp. 241-54.
• Geoffrey Walford (1983) ‘Research state and research style: A sociological analysis of postgraduate education.’  Collected Original Resources in Education, 7, 1, pp. 1-108.
• Geoffrey Walford (1983)  ‘Science textbook images and the reproduction of sexual divisions in society.’ Research in Science and Technological Education, 1, 1, pp. 65-72.
• Geoffrey Walford (1983)  ‘Parental attitudes and girls in physical science.’ School Science Review, 64, pp. 566-67.
• Geoffrey Walford (1983)  ‘Girls in boys’ public schools: A prelude to further research.’ British Journal of Sociology of Education, 4, 1, pp. 39-54.
• Leo Raby and Geoffrey Walford (1981) ‘Job status aspirations and their determinants for middle and lower stream pupils in an urban, multi-racial comprehensive school.’ British Educational Research Journal, 7, 2, pp. 173-81.
• Geoffrey Walford (1981)  ‘Classification and framing in higher education.’ Studies in Higher Education, 6, 2, pp. 147-58.
• Leo Raby and Geoffrey Walford (1981) ‘Career related attitudes and their determinants for middle- and low-stream pupils in an urban, multi-racial comprehensive school.’ Research in Education, 25, pp. 19-35.
• Geoffrey Walford (1980) ‘Why physics students start doctorates.’ Studies in Higher Education, 5, 1, pp. 77-80.

Books

• Geoffrey Walford (2006) Markets and Equity in Education London, Continuum, ISBN: 0 8264 8735 1.
• Geoffrey Walford (2005) Private Education: tradition and continuity
  London, Continuum, ISBN: 0 8264 8599 5.
• Geoffrey Walford (2001) Doing Qualitative Educational Research: a personal guide to the research process, London, Continuum. ISBN: 0-8264-4701-5,  0-8264-4702-3.
• Geoffrey Walford (2000) Policy, Politics and Education – sponsored grant-maintained schools and religious diversity, Aldershot, Ashgate. ISBN: 0-7456-1031-4.
• Geoffrey Walford (1996) Public School, Japanese edition of Life in Public Schools, translated by Yo Takeuchi. Japan, Sekai Shisosha Kyogakusha. ISBN: 4-7907-0626-5.
• Geoffrey Walford (1995) Educational Politics: Pressure groups and faith-based schools, Aldershot, Avebury, ISBN: 1-85628-907-9.
• Geoffrey Walford (1994) Choice and Equity in Education, London, Cassell, ISBN: 0-304-32775-1,  0-304-32774-3.
• Geoffrey Walford (1993) Contemporary British Education and Privatization, Japanese edition of Privatization and Privilege in Education with new forward and postscript, translated by Norio Iwahashi, Kyoto, Japan, Houritu-Bunka-sha, ISBN: 4589-01705-9.
• Geoffrey Walford and Henry Miller (1991) City Technology College, Milton Keynes, Open University Press, ISBN: 0335 09275 6.
• Geoffrey Walford (1990) Privatization and Privilege in Education, London & New York, Routledge, ISBN: 0415 04247 X,  0415 04248 8.
• Geoffrey Walford (1987) Restructuring Universities: Politics and power in the management of change, Beckenham, Croom Helm, ISBN: 07099 3694 X.
• Geoffrey Walford (1986) Life in Public Schools, London, Methuen, ISBN: 0416 37170 1,  0416 37180 9.
• Richard Thompson and Geoffrey Walford (1983) Teachers into Industry, Birmingham, AEEM, ISBN: 0903 703 14 9.

Edited books

• Prachi Srivastava and Geoffrey Walford (2018) Non-State Actors in Education in the Global South. London, Routledge. ISBN: 978-1-138-57067-2 (hb), 143 pp.
• Geoffrey Walford (2016)(ed.) Academies, Free Schools and social Justice (Didcot, Routledge) ISBN 13: 978-1-138-96007-7, 118 pp.
• Geoffrey Walford (2016)(ed.) Privatization, Education and Social Justice (Didcot, Routledge) ISBN 13: 978-1-138-59439-7, 150 pp.
• Ian Macpherson, Susan Robertson and Geoffrey Walford (eds.)(2014) Education, Privatisation, and Social Justice: Case studies from Africa, South Asia, and South East Asia (Abingdon, Symposium)
• Geoffrey Walford, Eric Tucker and Madhu Viswanathan (2010) (eds.) The Sage Handbook of Measurement (London, Sage) ISBN: 978-1-4129-4814-2.
• Geoffrey Walford (2010) (ed.) Blair’s Educational Legacy? (London, Routledge) ISBN: 0-415-48305-0.
• Geoffrey Walford (2008) (ed.) How to do Educational Ethnography, London, Tufnell Press, ISBN: 978-1-872767-92-5 (pb).
• Martin Forsey, Scott Davies and Geoffrey Walford (2008(eds.) The Globalisation of School VChoice? Abingdon, Symposium Books, ISBN: 978-1-873927-12-0 (pb).
• Prachi Srivastava and Geoffrey Walford (2007) (eds.) Private Schooling in Less-Economically Developed Countries: Asian and African Perspectives Abingdon, Symposium Books. ISBN: 978-1-873927-85-4 (pb).
• Geoffrey Walford (2007) (ed.) Methodological Developments in Ethnography (Studies in Educational Ethnography, Volume 12) Amsterdam, New York, Oxford, Elsevier.  ISBN: 0-7623-1437-0 (hb).
• David Phillips and Geoffrey Walford (2006) (eds.) Tracing Education Policy: Selections for the Oxford Review of Education Abingdon, Routledge. ISBN: 0-413-39861-4 (hb).
• Geoffrey Walford (2006) (ed.) Education and the Labour Government: an evaluation of two termsAbingdon, Routledge. ISBN: 0 415 36870 7 (hb).
• Geoff Troman, Bob Jeffrey and Geoffrey Walford (2005) (eds.) Methodological issues and practices in Ethnography. (Studies in Educational Ethnography, Volume 11) Amsterdam, New York, Oxford, Elsevier.  ISBN: 0-7623-1252-1 (hb).
• Geoff Troman, Bob Jeffrey and Geoffrey Walford (2004) (eds.) Identity, Agency, and Social Institutions in Educational Ethnography. (Studies in Educational Ethnography, Volume 10) Amsterdam, New York, Oxford, Elsevier. ISBN: 0-7623-1144-4 (hb).
• Bob Jeffrey and Geoffrey Walford (2004) (eds.)Ethnographies of Educational and Cultural Conflicts: Strategies and resolutions. (Studies in Educational Ethnography, Volume 9) Amsterdam, New York, Oxford, Elsevier. ISBN: 07623-11126 (hb).
• Holger Daun and Geoffrey Walford (2004) (eds.) Educational Strategies among Muslims in the Context of Globalization. Leiden, Brill. ISBN: 90-04-13675-4 (hb).
• Geoffrey Walford and W. S. F. Pickering (2003) (ed.) Durkheim and Modern Education, Japanese Edition. Tokyo, Tokyo Metropolitan University Press. ISBN: 4-88683-496-5 (hb).
• Geoffrey Walford (2003) (ed.) British Private Schools: research on policy and practice, London, Woburn Press. ISBN: 0-7130-0228-X,  0-7130-4048-3.
• Geoffrey Walford (2003) (ed.) Investigating Educational Policy through Ethnography, (Studies in Educational Ethnography, Volume  Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-1018-9 (hb).
• Geoffrey Walford (2002) (ed.) Doing a Doctorate in Educational Ethnography, (Studies in Educational Ethnography, Volume 7) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0906-7 (hb).
• Geoffrey Walford (2002) (ed.) Debates and Developments in Ethnographic Methodology, (Studies in Educational Ethnography, Volume 6) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0893-1.
• Phil Carspecken and Geoffrey Walford (2001) (eds.) Critical Educational Ethnography,
  (Studies in Educational Ethnography, Volume 5) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0797-8.
• Geoffrey Walford (2001) (ed.) Ethnography and Education Policy, (Studies in Educational Ethnography, Volume 4) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0768-4.
• Geoffrey Walford and Caroline Hudson (2000) (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0738-2.
• W. S. F. Pickering and Geoffrey Walford (2000) (eds.) Durkheim’s Suicide: a century of research and debate, London & New York, Routledge. ISBN: 0-415-20582-4.
• Alexander Massey and Geoffrey Walford (1999) (eds.) Explorations in Methodology, (Studies in Educational Ethnography, Volume 2) Stamford, CT, JAI Press. ISBN: 0-7623-0563-0.
• Geoffrey Walford and Alexander Massey (1998) (eds.) Children Learning in Context, (Studies in Educational Ethnography, Volume 1). London & Greenwich, CT, JAI Press. ISBN: 0-76230-436-7.
• Geoffrey Walford and W. S. F. Pickering (1998) (eds.) Durkheim and Modern Education, London & New York, Routledge. ISBN: 0-415-18168-2.
• Geoffrey Walford (1998) (ed.) Doing Research about Education, London & Washington D.C., Falmer. ISBN: 0-7507-0782-8,  0-7507-0783-6.
• Geoffrey Walford (1997) (ed.) Choice, Diversity and Equity in Secondary Schooling, Special Issue of Oxford Review of Education. ISSN:  0305-4985 .
• Richard Pring and Geoffrey Walford (1997) (eds.) Affirming the Comprehensive Ideal, London & Washington D.C., Falmer. ISBN: 0-7507-0619-8,  0-7507-0620-1.
• Geoffrey Walford (1996) (ed.) School Choice and the Quasi-Market, Special Issue of Oxford Studies in Comparative Education, Wallingford, Triangle Books. ISBN: 1-873927-23-1.
• Geoffrey Walford (1995) (ed.) La Otra Cara de la Investigación Educativa, Spanish edition of Doing Educational Research, translated by Javier Orduna Cosmen. Madrid, La Muralla. ISBN: 84-7133-646-4.
• Geoffrey Walford (1994) (ed.) Researching the Powerful in Education, London, UCL Press, ISBN: 1-85728-133-0, 1-85728-134-9.
• Geoffrey Walford (1993) (ed.) The Private Schooling of Girls: Past and present, London, Woburn Press, ISBN: 0-7130-0186-0.
• Geoffrey Walford (1992) (ed.) Privatne Skole. Iskustva u deset zemalja, Croatian edition of Private Schools in Ten Countries, translated by Mirna Varlandy Supek, Zagreb, Croatia, EDUCA Publishing House, ISBN: 86-7841-002-7.
• Geoffrey Walford (1991) (ed.) Doing Educational Research, London, Routledge, ISBN: 0415 05289 0,  0415 05290 4.
• Geoffrey Walford (1991) (ed.) Private Schooling: Tradition, change and diversity, London, Paul Chapman, ISBN: 185396 116 7.
• Geoffrey Walford (1989) (ed.) Private Schools in Ten Countries: Policy and practice, London & New York, Routledge, ISBN: 0415 03464 7.
• Andrew Pollard, June Purvis and Geoffrey Walford (1988) (eds.) Education, Training and the New Vocationalism: experience and policy, Milton Keynes & Philadelphia, Open University Press, ISBN: 0335 15845 5,  0335 15844 7.
• Geoffrey Walford (1987) (ed.) Doing Sociology of Education, Lewes & Philadelphia, Falmer, ISBN: 085000 145 6,  085000 146 4.
• Geoffrey Walford (1985) (ed.) Schooling in Turmoil, Beckenham, Croom Helm, ISBN: 07099 3618 4.
• Geoffrey Walford (1984) (ed.) British Public Schools: Policy and practice,
  Lewes & Philadelphia, Falmer, ISBN: 0905 273 84 2,  0905 273 83 4.

Anne’s main areas of research in Mathematics Education are exemplification and task design in mathematics teaching and learning, from a variation theory perspective; the role of mathematics education in social justice issues; the use of fine-grained approaches to analysis of mathematics interaction within socio-cultural perspectives and the school mathematics curriculum.

Detailed information, papers, presentations and activities can be found on her website at pmtheta.com and on researchgate.net.

Anne convened and co-edited an Study on Task Design for the International Committee on Mathematics Education and has co-authored a book about learning key ideas in secondary mathematics – Key Ideas in Teaching Mathematics for Oxford University Press.

Her most recent publication is the book: Care in Mathematics Education published by Palgrave-Macmillan.

She is a member of the Association of Teachers of Mathematics (ATM), the British Society for Research into the Learning of Mathematics, the International Group for the Psychology of Mathematics Education and the Higher Education Academy and the Canadian Mathematics Education Study Group. She is a Fellow of the International Society for Design and Development in Education.  In retirement she runs, with her husband John Mason, free workshops for teachers and others on key conceptual themes that run throughout mathematics (see pmtheta@home on pmtheta.com).

Anne is a member of the Quaker Values in Education Group of the Society of Friends, see: Rowe, D. and Watson, A. (eds.) (2018)  Faith and Experience in Education: essays on Quaker perspectives. London: Trentham Press.

Activities in curriculum

• Two syntheses of research about how children learn mathematics for the Nuffield Foundation: Key Understandings in Learning Mathematics (with Nunes and Bryant) and Key Ideas in Teaching Mathematics (with Jones and Pratt).
• Member of the expert drafting panel for the primary and secondary mathematics National Curriculum for the Department for Education.
• Curriculum Advisor to the Welsh Assembly.

Publications

Selected recent papers

• Biza, I., Hewitt, A., Watson, A., Mason, J. (2019) Generalization Strategies in Finding the nth Term Rule for Simple Quadratic Sequences. International Journal of Science and Mathematics Education, (), 1-22 DOI 10.1007/s10763-019-10009-0
• Venkat, H., Askew, M., Watson, A. & Mason, J. (2019) Architecture of Mathematical Structure. FLM 39(1), 19-23.
• Biza, I., Hewitt, A., Watson, A., Mason, J. (2019) Generalization Strategies in Finding the nth Term Rule for Simple Quadratic Sequences. International Journal of Science and Mathematics Education, (), 1-22 DOI 10.1007/s10763-019-10009-0
• Watson, A. & Mason, J. (2018) A tale of two digital games: How discussion can augment personal narratives. In R. Zazkis & P. Herbst (eds) Scripting approaches in mathematics education: Mathematical dialogues in research and practice.  73-88. Springer Publishers.
• Al-Murani, T., Kilhamn, C., Morgan, D., & Watson, A. (2018). Opportunities for learning: the use of variation to analyse examples of a paradigm shift in teaching primary mathematics in England. Research in Mathematics Education, 1-19.
• Watson, A., Ayalon, M., & Lerman, S. (2018). Comparison of students’ understanding of functions in classes following English and Israeli national curricula. Educational Studies in Mathematics, 97(3), 255-272.
• Ayalon, M., Watson, A. & Lerman, S. (2016) Students’ conceptualisations of function revealed through definitions and examples. Research in Mathematics Education. 19(1), 1-19
• Watson, A. (2016) Pedagogy of variations: synthesis of various notions of variation pedagogy in Huang, R. & Li, Y. (eds.) Teaching and learning mathematics through variation. p85-105. Rotterdam: Sense Publishers
• Ayalon, M., Watson, A. & Lerman, S. (2016) Reasoning about variables in 11 to 18 year olds: informal, schooled and formal expression in learning about functions. Mathematics Education Research Journal. 28(3), 379-404.
• Ayalon, M., Watson, A., & Lerman, S. (2015). Progression Towards Functions: Students’ Performance on Three Tasks About Variables from Grades 7 to 12. International Journal of Science and Mathematics Education, 90(3), 321-339
• Ayalon, M., Watson, A. and Lerman, S. (2015) Functions represented as linear sequential data: relationships between presentation and student responses Educational Studies in Mathematics.Online DOI 10.1007/s10649-015-9628-9
• Watson, A. and Ohtani, M. (2015) Themes and issues in mathematics education concerning task design: Editorial introduction. In Watson, A. and Ohtani, M. (eds.) Task Design in Mathematics Education: An ICMI study.  (pp. 3-18 ) Heidelberg: Springer
• Watson, A. and Thompson, D. (2015) Design issues related to text-based tasks. In Watson, A. and Ohtani, M. (eds.) Task Design in Mathematics Education: An ICMI study.  (pp.143-190) Heidelberg: Springer.
• Watson, A., De Geest, E. (2014) Department-initiated change. Educational Studies in Mathematics, 87(3), 351-368.

Selected Books

• Watson, A. (2021) Care in Mathematics Education: Alternative educational spaces and practices. Palgrave Macmillan.
• Watson, A. (ed.) (2018) Variation in mathematics: A collection of writings from ATM Mathematics Teaching. Association of Teachers of Mathematics, Derby, UK.
• Watson, A. and Ohtani, M. (2015) (Eds.) Task Design in Mathematics Education: An ICMI study.  Heidelberg: Springer.
• Watson, A.,  Jones, K. and Pratt, D. (2013)  Key Ideas in Teaching Mathematics: Research-based guidance for ages 9-19 (Oxford University Press + Nuffield website)
• Watson and P. Winbourne (eds.) (2007) New Directions for Situated Cognition in Learning Mathematics, pub. Springer
• Watson, A. (2006) Raising Achievement in Secondary Mathematics Maidenhead, Open University Press
• Watson, A. and Mason, J. (2005) Mathematics as a constructive activity: learners generating examples. Lawrence Erlbaum Publishers.

David Phillips is Emeritus Professor of Comparative Education, and Emeritus Fellow of St Edmund Hall.

A linguist by origin, David Phillips now works exclusively on various aspects of comparative and international education, with a particular focus on policy issues in historical context. He is the author of many publications, especially on education in Germany (more particularly in the post-war and post-unification periods) and on policy ‘borrowing’ in education. He has edited  Comparative Education, Research in Comparative and International Education, and the Oxford Review of Education and  and serves on the editorial boards of various other journals; he also edits the book series Oxford Studies in Comparative Education. He is co-chair of the Anglo-German Educational Research Group (www.aerg.org)

He has been Chair of the British Association for Comparative and International Education (BAICE). In 1990-91 he served on a commission of the German Wissenschaftsrat which reported to the German government on the future of teacher education in the territory of the former German Democratic Republic, and he has (2003-4) been a member of a commission appointed by the Minister for Science, Culture and the Arts in Baden-Württemberg with the task of evaluating educational studies in higher education in that state of the Federal Republic of Germany. He has evaluated projects for the Deutsche Forschungsgemeinschaft and for other research bodies. He is a Fellow of the Social Sciences Academy and a Fellow of the Royal Historical Society.

Professor Phillips’s main teaching involved theoretical and methodological issues in comparative education, educational policy in Western Europe (particularly EU countries) and in Eastern Europe, in Japan, and in the United States. Many of his doctoral students focused on education in Germany and Japan, and on a range of topics involving education and training policy in the European Union as well as on aspects of educational policy borrowing in a variety of contexts.

Professor of Sociology of Education in the Department of Education from 2010-2015, and before that Director of the Centre for Educational Sociology (CES), University of Edinburgh, Jenny also worked at Strathcyde, Keele, UWE Bristol, and the Open University.

She is an Honorary Professorial Visiting Fellow in the School of Social and Political Sciences, the University of Edinburgh, and has an attachment to the University of Umea, Sweden. She is a Fellow of the British Academy and has been a visiting scholar at Helsinki University, Finland. She holds an honorary doctorate from Turku University, Finland and is a member of the ESF College of Expert Reviewers. She teaches on the EU funded summer school in European Education Studies (SUSEES). The MOOC may be accessed here http://www.susees.eu/mooc-2017-lecture-2-governing-education-europe-changing-role-knowledge/

Research

Jenny is currently investigating the relationship between knowledge and policy in recovery planning for education across the UK after Covid. Jenny’s recent funded research was a Leverhulme Emeritus Fellowship, on Governing Education: knowledge and policy in England and Scotland since 1986. The study investigates the changing relationship between knowledge and policy in governing education in the period 1986-2015 in England and Scotland.

Jenny also continues to research and publish on education policy with a focus on governance and governing, through investigation of the resources that are being mobilized by new governing forms and through new policy technologies. She works in collaboration with colleagues in the UK and Europe, located in a variety of disciplines-including political science and social policy.

Ian is former President of BERA, 2013-2015. At OUDE he was Director of Professional Programmes and led the development of the Oxford Education Deanery.Before moving to Oxford, Ian was Professor of Teacher Education at the University of Glasgow. Prior to that he held posts at the University of the West of Scotland (Dean of Education and Media), London Metropolitan University (Head of School of Education), University of the West of England and the University of Gloucestershire.

Ian was President of the Scottish Educational Research Association from 2005–07 and chaired the Research and Development Committee of the Universities’ Council for the Education of Teachers from 2008-11. He is a Fellow of the Academy of Social Sciences and a Fellow of the Royal Society of Arts and is a Visiting Professor at Bath Spa University and Ulster University and an Honorary Professor at the University of Exeter. Since 2018 he has been a Senior Research Associate at Kazan Federal University, Russia.

Herb completed a BA (Hons) Psychology at Indiana University in 1968. After that, he achieved an MA at Indiana before moving to UCLA to complete a DPhil in Psychology in 1974.

Shortly after, he was appointed Head of Evaluation Research Services at University of Southern California for 5 years, before moving to Sydney, Australia in 1980 to take a position as Lecturer, and then Senior Lecturer, at Sydney University.

At the same time, he was a Reader in Education. He held these posts until 1990, when he joined the University of Western Sydney. Over the next 15 years at that institution, he served a number of roles, including Research Professor of Education, Professor of Psychology, Dean of Graduate Research Studies, Pro-Vice Chancellor of Research, and Director of Self-concept Enhancement and Learning Facilitation (SELF) Research Centre. Indeed, in 1997 he founded the SELF Research Centre, which now has over 450 members, including many of the top self-concept researchers in the world, and satellite centres at leading Universities in Australia, Europe, North America, and Asia (see http://self.uws.edu.au/). He served as Director of SELF until he departed at the start of 2006 to become a Professor at the University of Oxford.

Herb has supervised scores of Honours-level and Doctoral candidates. Some of his recent PhD supervisions have been in the areas of self-concept theory and intervention, motivation, scale development, bullying, mental toughness in elite athletes, the peer review process, and eating disorders, among others. They generally employ complex quantitative research techniques

Research

Herb Marsh is widely published with 350 articles in more than 70 different journals, 60 chapters, 14 monographs, and 350 conference papers; and co-edits the International Advances in Self Research monograph series. In the most important journals in his disciplines over the last quarter century he is the most frequently published author in American Educational Research Journal (29 articles) and the Journal of Sport & Exercise Psych (21 articles), and second most frequently published author in Journal of Educational Psychology (61 articles). He has a total of 276 journal articles listed in ISI that have been cited a total of more than 11,00 times – including 55 articles with at least 55 citations (ISI H index = 55) and one article with more than 1,100 citations.

He has been recognized as the most productive educational psychologist in the world, as one of the top 10 international researchers in Higher Education and in Social Psychology, and the 11th most productive researcher in the world across all disciplines of psychology. He is a highly cited researcher on ISI’s list of the “world’s most cited and influential scientific authors over a sustained period according to a common standard that covers all countries and all scientific disciplines” (http://isihighlycited.com/), one of only a few UK social science researchers to achieve this recognition and one of the few anywhere to achieve this distinction in two different categories (general social sciences and psychology/psychiatry; presently there is no classification for education).

He has reviewed articles for more than 75 journals and has been on the editorial boards of 14 international journals (J. Ed Psych; Am Ed Res J; Child Devel; Perspectives on Psych Sci; J Pers & Soc Psych; Structural Equation Modelling; Inter J of Sport Psych; Ed & Psych Measurement; J Exp Educ; Educ Res and Eval; J Sport & Exercise Psych; Int J of Sport & Exercise Psych; J of Contemporary Ed Psych; Organizational Res Methods; Multivariate Behavioral Res).

He has served on external advisory committees for the: Scientific Advisory Board of the German Max Planck Institute (Education and Human Development, Berlin); Hong Kong Institute of Educational Research, Chinese University of Hong Kong; Social Sciences and Humanities for the Swiss Federal Institute of Technology in Zürich (Zürich ETH); and the International Research School “The Life Course: Evolutionary and Ontogenetic Dynamics” co-organised by the Univ of Michigan (USA), Univ of Virginia (USA), Humboldt University (Germany), Free University (Germany) and the Max Planck Institute.

Professor Marsh’s research has consistently attracted external funding, including a 100% success record on 24 proposals to the highly competitive Australian Research Council during the last 25 years as well as more recent United Kingdom grants from the Economic and Social Research Council, Higher Education Funding Council for England, and Higher Education Authority.

Other international awards include a Career Achievement Award from the American Educational Research Association, the prestigious Wen Lin Visiting Professorship from The Chinese University of Hong Kong, a visiting travelling fellowship from the British Psychological Society, Fellow of the Australian Academy of Social Sciences and the Society of Multivariate Experimental Psychology, and many keynote presentations at international conferences including the presidential invited keynote addresses for 2007 meetings of both the British Educational Research Association and the American Educational Research Association. In 2008 Professor Marsh was awarded the ESRC Professorial Fellowship which provides professorial salary, support staff and infrastructure for an extended research programme, a highly competitive fellowship awarded to only 3-5 social science researchers across all of the UK.

Major research/scholarly interests

Self-concept and Motivational constructs: Theory, Measurement, Research, Enhancement; Teaching Effectiveness and Its Evaluation: Theory, measurement, research, and enhancement; Higher Education with a particular emphasis on students’ evaluation of teaching and relations between teaching and research; Developmental Psychology; Quantitative analysis, particularly confirmatory factor analysis, structural equation modelling, multilevel modelling; Sports psychology with a particular focus on physical self-concept and motivation; health psychology with a focus on motivational aspects of health related physical activity, physical fitness, and eating disorders; The peer review process in relation to both journals and research grants; Peer support and anti-bullying interventions.

Ingrid Lunt is a psychologist by background, and joined the Oxford Department of Education in 2005, having previously worked for 20 years at the Institute of Education, University of London.

She was Director of Graduate Studies for 5 years, and the first Director of the new ESRC Doctoral Training Centre (DTC) in the Social Sciences.

She has been President of the British Psychological Society (1998-1999), President of the European Federation of Psychologists Associations (1993-1999), and Vice President of the International Union of Psychological Science (2004-2008).

She has carried out research in the field of special educational needs and inclusive education, and more recently in the area of higher education, in particular higher professional education, and doctoral education. For the past 20 years she has been leading a project, initially funded by the European Union, which has been developing a common qualifications framework for psychologists across Europe.

Research

Ingrid’s research interests include higher professional learning, doctoral education, comparative higher education policy in European countries.

Publications

Selected publications include:

• Scott D., Brown A., Lunt I., Thorne L. (2004) Professional Doctorates: Integrating professional and academic knowledge. Open University Press and SRHE
• Klenowski V. and Lunt I. (2008) Enhancing Learning at Doctoral Level through the use of reflection? Assessment and Evaluation in Higher Education 33, 2, 203-217.
• Lunt I. (2008) Psychologist qualifications in Europe: Common standards for quality and mobility. Australian Psychologist 43, 4, 222-230
• Lunt I. (2008) Beyond tuition fees? The legacy of Blair’s government to higher education. Oxford Review of Education 34, 6, 741-752
• 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
• Lunt I. (2011) EuroPsy: the development of standards and competence of psychologists. European Psychologist 16, 2, 104-111
• Lunt I. and Peiro J. M. (2012) The Bologna Process, education and assessment in psychology. In Ed. D. Dunn, S.C Baker, C.M Mehrota, R.E. Landrum, M.M McCarthy Assessing teaching and learning in psychology: current and future perspectives. Wadsworth Publishing, Belmont CA.
• Lunt I., McAlpine L., Mills D. (2014) Lively bureaucracy: the ESRC’s Doctoral Training Centres and UK universities. Oxford Review of Education 40, 2, 151-170
• Lunt I. (2014) International frameworks for psychology education and training: a European perspective. In R. Silbereisen, P. Ritchie, J. Panday (eds.) Psychology Education and Training : a global perspective. Hove: Psychology Press
• Clarke, G. and Lunt, I. (2014) The concept of ‘originality’ in the PhD: how is it interpreted by examiners? Assessment and Evaluation in Higher Education, 39 (7), 803-820.
• Lunt I., Peiró J.M., Poortinga Y.H., Roe R.A. (2015) EuroPsy: Standards and Quality in Education for Professional Psychologists. Göttingen: Hogrefe Pub.

Geoffrey Walford is Emeritus Professor of Education Policy and an Emeritus Fellow of Green Templeton College at the University of Oxford.

He was previously Reader in Education Policy at Oxford, and Senior Lecturer in Sociology and Education Policy at Aston Business School, Aston University, Birmingham.

He has academic degrees from Oxford, Kent, London and the Open Universities, has authored or edited more than 40 books, and published rather too many academic articles and book chapters. He was Joint Editor of the British Journal of Educational Studies from 1999 to 2002, and was Editor of the Oxford Review of Education from 2004 to 2010. He remains as a Deputy Editor of Ethnography and Education and serves on several editorial boards.

Professor Walford’s main research foci are the relationships between central government policy and local processes of implementation, private schools, choice of schools, religiously-based schools, and ethnographic research methodology. He remains engaged with various scholarly writing activities working, in particular, on issues connected to private schooling for the poor and social justice. He was awarded a DLitt from Oxford University in 2016.

Publications

Major articles and book chapters

• Geoffrey Walford (2024) ‘Learning to Labour and the labour of learning: A question of research methods.’ Ethnography and Education, 19, 1, pp. 1-16.
• Geoffrey Walford (2024) ‘The Radcliffe Observatory, Oxford: New light on its building history.’ The Georgian Group Journal, 32, pp. 201-222.
• Geoffrey Walford (2023) ‘Low-fee private schools.’  In Bob Tierney, Fazal Rizvi and Kadriye Wrcikan (editors-in-chief); Fazal Rizvi and Jason Beech (eds.) Section 1, Globalization and shifting geopolitics of education, International Encyclopedia of Education 4^th edition, Vol 1 (Oxford: Elsevier) pp.355-365.
• Geoffrey Walford (2022) ‘Country houses repurposed as private schools: what might be the motivations?’  Oxford Review of Education, 48, 1, pp. 14-27.
• Geoffrey Walford (2021) ‘Country houses repurposed as private schools: building on inequality.’ Oxford Review of Education, 47, 3, pp. 369-385.
• Geoffrey Walford (2021) ‘What is worthwhile auto-ethnography? Research in the age of the selfie.’ Ethnography and Education, 16, 1, pp. 31-43.
• Geoffrey Walford (2020) ‘Interviews and interviewing in the ethnography of education.’ In George W. Noblit. (ed.) Oxford Encyclopedia of Qualitative Research Methods in Education (New York: Oxford University Press) (Reprint) pp. 672-685.
• Geoffrey Walford (2020) ‘Ethnography is not qualitative.’ Ethnography and Education, 15, 1, pp. 122-136.
• Geoffrey Walford (2019) ‘The provenance of Stowe. Percy Warrington: the founder schools wished to forget.’ History of Education Researcher, 104, pp. 100-108.
• Geoffrey Walford (2018) ‘The impossibility of anonymity in ethnographic research.’ Qualitative Research, 18, 5, pp. 516-525.
• Geoffrey Walford (2018) ‘Interviews and interviewing in the ethnography of education.’Oxford Research Encyclopedia of Education, Editor in Chief: George W. Noblit. On-line. DOI: 10.1093/acrefore/9780190264093.013.320, May, pp. 20.
• Geoffrey Walford (2018) ‘Recognisable continuity. A defence of multiple methods.’ In Dennis Beach, Carl Bagley, and Sofia Maques da Silva (eds.) The Wiley Handbook of Ethnography of Education (London, Wiley) pp. 17-29.
• Geoffrey Walford (2017) ‘Ruling-class classification and framing.’ In Agnés Van Zanten (ed.) Elites in Education, Volume 2, National Traditions and Cosmopolitism in Elite Education. (London, Routledge) (Reprint)
• Geoffrey Walford (2016) ‘Ethnographic methodology: A Virtual Special Issue of Ethnography and Education. Introduction.’ Ethnography and Education.
• Geoffrey Walford (2015) ‘The globalisation of low-fee private schools’ In Joseph Zajda (ed.) Second International Handbook on Globalisation, Education and Policy Research (Amsterdam, Springer) ISBN: 978-94-017-9492-3, pp. 309-20.
• Geoffrey Walford (2014) ‘Site selection within comparative case study and ethnographic research.’ (Reprint) In Malcolm Tight (ed.) Case Studies (London, Sage)
• Ian Macpherson, Susan Robertson and Geoffrey Walford (2014) ‘An introduction to privatisation, education and social justice.’ In Ian Macpherson, Susan Robertson and Geoffrey Walford (eds.) Education, Privatisation, and Social Justice: Case studies from Africa, South Asia, and South East Asia (Abingdon, Symposium) pp. 9-24.
• Ingrid Lunt and Geoffrey Walford (2014) ‘Contributions to the sociology of education: Past, present and future. A Festschrift for John Furlong.’ Oxford Review of Education, 40, 4, pp. 411-414.
• Geoffrey Walford (2014) ‘From City Technology Colleges to Free schools: Ideas of social justice.’ Research Papers in Education, 29, 3, pp. 315-329.
• Geoffrey Walford (2014) ‘Introduction: Academies, Free Schools and social Justice.’ Research Papers in Education, 29, 3, pp. 263-267.
• Geoffrey Walford (2013) ‘The development of private and public schools in England.’ In Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.) Privatschulen versus staatliche Schulen (Wiesbaden, Germany: Springer Fachmedien Wiesbaden) pp. 89-102.  ISBN: (pb) 978-3-531-18199-8; (e-book) 978-3-531-18978-9.
• Geoffrey Walford (2013) ‘Low-fee private schools: a methodological and political debate.’ In Prachi Srivastava (ed.) Low-Fee Private Schooling: Aggravating equity or mitigating disadvantage? (Oxford: Symposium Books) pp. 199-213. ISBN: 978-1-873927-91-5.
• Geoffrey Walford (2013) ‘State support for private schooling in India: What do the evaluations of the British Assisted Places Schemes suggest?’ Oxford Review of Education, 39, 4, pp. 533-547.
• Geoffrey Walford (2013) ‘The development of private and public schools in England.’ In Aydin Gürlevik, Christian Palentien and Robert Heyer (eds.) Privatschulen versus staatliche Schulen (Wiesbaden, Germany: Springer Fachmedien Wiesbaden) pp. 89-102.
• Geoffrey Walford (2013) ‘Low-fee private schools: a methodological and political debate.’ In Prachi Srivastava (ed.) Low-Fee Private Schooling: Aggravating equity or mitigating disadvantage? (Oxford, Symposium Books) pp. 199-213.
• Geoffrey Walford (2012) ‘Researching the powerful in education: a re-assessment of the problems.’ International Journal for Research and Method in Education, 35, 2, pp. 111-118
• Geoffrey Walford (2011) ‘Globalization and low-fee private schools?’ Educational Practice and Theory, 33, 1, pp. 37-50.
• Geoffrey Walford (2011) ‘The Oxford Ethnography Conference: A place in history?’ Ethnography and Education, 6, 2, pp. 133-145.
• Geoffrey Walford (2011) ‘Low-fee private schools in England and in less economically developed countries. What can we learn from a comparison?’ Compare, 41, 3, pp. 401-413.
• Eric Tucker, Madhu Viswanathan and Geoffrey Walford (2010) ‘Reflections on social measurement:  How social scientists generate, modify, and validate indicators and scales.’ In Geoffrey Walford, Eric Tucker and Madhu Viswanathan (eds.) The Sage Handbook of Measurement(London, Sage) pp. 1-5.
• Geoffrey Walford (2010) ‘Faith-based schools in England after ten years of Tony Blair’, in Geoffrey Walford (ed.) Blair’s Educational Legacy? (London, Routledge) pp. 52-62.
• Geoffrey Walford (2009) ‘For ethnography?’ Ethnography and Education, 4, 3, pp. 273-284.
• Geoffrey Walford (2009) ‘Private schools in England.’ Zeitschrift für Pädagogik, 55, 5, pp. 716- 731.
• Geoffrey Walford (2009) ‘The practice of writing ethnographic fieldnotes.’ Ethnography and Education, 4, 2, pp. 117-130.
• Geoffrey Walford (2009) ‘Symposium review of: John Beck, Meritocracy, Citizenship and Education’ (with Anthony Giddens and Yoshiko Nozaki) British Journal of Sociology of Education, 30, 1, pp. 97-105.
• Geoffrey Walford (2008) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’ In Paul Atkinson and Sara Delamont (eds.) Representing Ethnography (London, Sage) pp. 147-162.
• Geoffrey Walford (2008) ‘Selecting sites, and gaining ethical and practical access.’ In Geoffrey Walford (ed.)How to do Educational Ethnography (London, Tufnell Press) pp. 16-38.
• Geoffrey Walford (2008) ‘The nature of educational ethnography.’ In Geoffrey Walford (ed.) How to do Educational Ethnography (London, Tufnell Press) pp. 1-15.
• Martin Forsey, Scott Davies and Geoffrey Walford (2008) ‘The globalisation of school choice: an introduction to key issues and concerns.’ In Martin Forsey, Scott Davies and Geoffrey Walford (eds.) The Globalisation of School Schoice? (Abingdon, Symposium Books) pp. 9-25.
• Geoffrey Walford (2008) ‘School choice in England: globalisation, policy borrowing or policy corruption? In Martin Forsey, Scott Davies and Geoffrey Walford (eds.) The Globalisation of School Schoice? (Abingdon, Symposium Books) pp. 95-109.
• Geoffrey Walford (2008) ’Faith-based schools in England after 10 years of Tony Blair.’ Oxford Review of Education, 34, 6, pp. 689-699.
• Geoffrey Walford (2008) ‘Muslim schools in England and the Netherlands: sustaining cultural continuity.’ In Zvi Bekerman and Ezra Kopelowitz (eds.) Cultural Education – Cultural Sustainability: Minority, diaspora, indigenous and ethno-religious groups in multicultural societies. (London, Routledge)
• Geoffrey Walford (2007) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’ In Alan Bryman (ed.) Qualitative Research 2, Volume 3 Issues of Representation and reflexivity (London, Sage) pp. 214-229.
• Geoffrey Walford (2007) ‘Classification and framing of interviews in ethnographic interviewing. Ethnography and Education, 2, 2, pp. 145-157.
• Geoffrey Walford and Prachi Srivastava (2007) ‘Examining Private Schooling in Less Economically Developed Countries: Key Issues and New Evidence.’ In Prachi Srivastava and Geoffrey Walford (2007) (eds.) Private Schooling in Less-Economically Developed Countries: Asian and African perspectives (Abingdon, Symposium Books)
• Geoffrey Walford (2007) ‘Everyone generalizes, but ethnographers should resist doing so.’ In Geoffrey Walford (ed.) Methodological Developments in Ethnography (Studies in Educational Ethnography, Volume 12) (Amsterdam, New York, Oxford, Elsevier)
• Geoffrey Walford (2006) ‘New Christian schools in England: What are the equity mplications?’ International Journal of Learning, 13, 5, pp. 167-176.
• Geoffrey Walford (2006) ‘From City Technology Colleges to sponsored grant-maintained schools.’ In David Phillips and Geoffrey Walford (eds.) Tracing Education Policy. Selections from the Oxford Review of Education(London, Routledge) pp. 359-375.
• Geoffrey Walford (2006) ‘Introduction: education and the Labour Government.’ In Geoffrey Walford (ed.) Education and the Labour Government. An evaluation of two terms. (London, Routledge).
• Geoffrey Walford (2005) ‘Learning and the local community: Is community involvement always a good thing?’ International Journal of Learning, 11, pp. 1219-1225.
• Geoffrey Walford (2005) ‘Research ethical guidelines and anonymity.’ International Journal of Research and Method in Education, 28, 1, pp. 83-93.
• Holger Daun, Reza Arjmand and Geoffrey Walford (2004) ‘Muslims and education in a global context.’ In Holger Daun and Geoffrey Walford (eds.) Educational Strategies among Muslims in the Context of Globalization. Some National Case Studies. (Leiden, Boston, Brill) pp. 5-36.
• Geoffrey Walford (2004) ‘Private schooling in England’ (in Chinese) Journal of Non-Government Educational Development, 103, pp. 55-60.
• Geoffrey Walford (2004) ‘When tradition meets modern law: changing the role of the Oxford University Proctors.’ Research in Education, 72, pp. 103-114.
• Geoffrey Walford (2004) ‘No discrimination on the basis of irrelevant qualifications.’ Cambridge Journal of Education, 34, 3, pp. 353-361.
• Geoffrey Walford (2004) ‘Finding the limits: autoethnography and being an Oxford University Proctor.’Qualitative Research, 4, 3, pp. 403-417.
• Geoffrey Walford (2003) ‘Country Report on school-based management in England.’ Precedings of the Third International Forum on Educational Reform Education Decentralization Revisited: School-Based Management(Bangkok, Office of the Education Council) pp. 1-23.
• Geoffrey Walford (2003) ‘Separate schools for religious minorities in England and the Netherlands: using a framework for the comparison and evaluation of policy.’Research Papers in Education , 18, 3, pp 1-19.
• Geoffrey Walford (2003) ‘School choice, educational change and inequality in England.’ In The Organising Committee (eds.) Proceedings of the 37^th Annual Conference of the Japan Educational Administration Society(Tokyo, Dojidai Sha, Nichi-nichi Kyoiku Bunko)  pp. 19-49 (in Japanese) pp.147-172 (in English).
• Geoffrey Walford (2003) ‘Muslim schools in Britain.’ In Geoffrey Walford (ed.) British Private Schools: research on policy and practice. (London, Woburn Press) pp. 158-174.
• Geoffrey Walford (2003) ‘Introduction.’ In Geoffrey Walford (ed.) British Private Schools: research on policy and practice. (London, Woburn Press) pp. 1-8.
• Geoffrey Walford (2003) ‘School choice and educational change in England and Wales.’ In  David N. Plank and Gary Sykes (eds.) Choosing Choice: School Choice in International Perspective (New York & London, Teachers College Press) pp. 68-91.
• Geoffrey Walford (2002) ‘Education.’ In W. S. F. Pickering (ed.) Durkheim Today, New York, Oxford, Berghahn Books,  pp. 105-115.
• Geoffrey Walford (2002) ‘Introduction.’ In Geoffrey Walford (ed.) Doing a Doctorate in Educational Ethnography (Studies in  Educational Ethnography, Volume 7) Amsterdam, New York, Oxford, JAI, pp. 1-8.
• Geoffrey Walford (2002) ‘When policy moves fast, how long can ethnography take?’ In Bradley A. U. Levinson, Sandra L. Cade, Ana Padawer and Ana Patricia Elvir (eds.) Ethnography and Education Policy Across the Americas, Westport, CT, Praeger,  pp. 23-38.
• Geoffrey Walford (2002) ‘Why don’t we name our research sites?’ In Geoffrey Walford (ed.) Educational Ethnography and Methodology, (Studies in Educational Ethnography, Volume 6) Amsterdam, New York, Oxford, JAI, pp. 95-105.
• Geoffrey Walford (2002) ‘Educational reform and sociology in England and Wales.’ In David L. Levinson, Peter W. Cookson, Jr., and Alan R. Sadovnik (eds.) Education and Sociology: An Encyclopaedia, New York and London, RoutledgeFalmer, pp. 211-219.
• Geoffrey Walford (2002) ‘Classification and framing of the curriculum in evangelical Christian and Muslim schools in England and the Netherlands.’ Educational Studies, 28, 4, pp. 403-419.
• Geoffrey Walford (2002) ‘Redefining school effectiveness.’ Westminster Studies in Education, 25, 1, pp. 47-58.
• Geoffrey Walford (2001) ‘The state and civil society in education in England: past developments and current problems.’ In Heinz-Dieter Meyer and William Lowe Boyd (eds.) Education between State, Markets, and Civil Society: Comparative perspectives, Mahwah, NJ & London, Lawrence Erlbaum Associates, pp. 81-100.
• Geoffrey Walford (2001) ‘Privatization in industrialized countries.’ In Henry M. Levin (ed.) Privatizing Education. Can the marketplace deliver choice, efficiency, equity, and social cohesion? Boulder, CO  & Oxford, Westview Press, pp. 178-200.
• Geoffrey Walford (2001) ‘From common schooling to selection? Affirming and contesting the comprehensive ideal, 1976-2001.’ In Robert Phillips and John Furlong (eds.)  Education, Reform and the State: Politics, Policy and Practice 1976-2001 London & New York, RoutledgeFalmer, pp. 45-57.
• Geoffrey Walford (2001) ‘Introduction: ethnography and policy.’ In Geoffrey Walford (ed.) Ethnography and Education Policy, (Studies in Educational Ethnography, Volume 4) Amsterdam, New York, Oxford, JAI, pp. 1-9.
• Geoffrey Walford (2001) ‘Durkheim, democracy and diversity: some thoughts on recent changes in England and Wales.’ In W S F Pickering (ed.) Emile Durkheim: Critical Assessments of Leading Sociologists. Volume VI,London & New York, Routledge, pp. 543-559.
• Geoffrey Walford (2001) ‘Introduction’ (to Education Section). In W S F Pickering (ed.) Emile Durkheim: Critical Assessments of Leading Sociologists. Volume VI, London & New York, Routledge, pp. 365-371.
• Geoffrey Walford (2001) ‘Funding for religious schools in England and the Netherlands. Can the piper call the tune?’ Research Papers in Education, 16, 4, pp. 359-380.
• Geoffrey Walford (2001) ‘Evangelical Christian schools in England and the Netherlands.’  Oxford Review of Education, 27, 4, pp. 529-541.
• Geoffrey Walford (2001) ‘Building identity through communities of practice: Evangelical Christian schools in the Netherlands.’ International Journal of Education and Religion, 2, 2, pp. 126-143.
• Geoffrey Walford (2001) ‘The fate of the new Christian schools: from growth to decline?’ Educational Studies,27, 4, pp. 465-477.
• Geoffrey Walford (2001) ‘Site selection within comparative case-study and ethnographic research.’ Compare, 31, 2, pp.151-164.
• Geoffrey Walford (2001) ‘Does the market ensure quality?’ Westminster Studies in Education 24, 1, pp. 23-33.
• Geoffrey Walford (2000) ‘School choice and social exclusion in England and Wales.’ In John Sayer and Johan Vanderhoven (eds.) School Choice, Equity and Social Exclusion, Leuven, Garant.
• Geoffrey Walford (2000) ‘Introduction.’ In Geoffrey Walford and Caroline Hudson (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI/Elsevier.
• Geoffrey Walford (2000) ‘First days in the field: gender and sexuality in an evangelical Christian school.’ In Geoffrey Walford and Caroline Hudson (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI/Elsevier.
• W S F Pickering and Geoffrey Walford (2000) ‘Introduction.’ In W. S.F. Pickering and Geoffrey Walford (eds.)Durkheim’s Suicide: a century of research and debate, London & New York, Routledge, pp. 1-10.
• Geoffrey Walford (2000) ‘What’s new about academic capitalism’ Learning & Managing, 6, 2, pp. 174-181.
• Geoffrey Walford (2000) ‘Government policy on private schooling in England’ Education and Society, 18, 1, pp. 25-43.
• Geoffrey Walford (2000) ‘From City Technology Colleges to sponsored grant-maintained schools’ Oxford Review of Education, 26, 2, pp. 145-158.
• Geoffrey Walford (2000) ‘A policy adventure: sponsored grant-maintained schools’ Educational Studies, 26, 2, pp. 247-262.
• Geoffrey Walford (1999) ‘L’enseignement privé en Angleterre: tendances récentes et problèmes soulevés’Carrefours de l’éducation, 8, pp. 126-139.
• Geoffrey Walford (1999) ‘Selling your way in: gaining access to research sites.’ In Alexander Massey and Geoffrey Walford (eds.) Explorations in Methodology, (Studies in Educational Ethnography, Volume 2)  Stamford, CT, JAI Press,  pp. 1-15.
• Geoffrey Walford (1999) ‘Educating religious minorities within the English state-maintained sector’International Journal of Educational Management, 13, 2, pp. 98-106.
• Geoffrey Walford (1998) ‘Durkheim, democracy and diversity: some thoughts on recent changes in England.’ In Geoffrey Walford and W. S. F. Pickering (eds.)  Durkheim and Modern Education, London & New York, Routledge, pp. 125-141.
• W. S. F. Pickering and Geoffrey Walford (1988) ‘Introduction: Durkheim and education.’ In Geoffrey Walford and W. S. F. Pickering (eds.) Durkheim and Modern Education, London & New York, Routledge, pp. 1-16.
• Alexander Massey and Geoffrey Walford (1998) ‘Children learning: Ethnographers learning.’ In Geoffrey Walford and Alexander Massey  (eds.) Children Learning in Context, (Studies in Educational Ethnography, Volume 1), Stamford, CT & London, JAI Press, pp. 1-18.
• Geoffrey Walford (1998) ‘Essay review: Is there a ‘new variant’ diploma disease?’ Oxford Review of Education, 24, 3,  pp. 405-409.
• David Rigoni and Geoffrey Walford (1998) ‘Questioning the quick-fix: Assertive Discipline and the 1997 Education White Paper’ Journal of Education Policy, 13, 3, pp. 443-452.
• Geoffrey Walford (1998) ‘Compulsive writing behaviour: getting it published.’ In Geoffrey Walford (ed.) Doing Research About Education, London & Washington D.C., Falmer, pp. 184-198.
• Geoffrey Walford (1998) ‘Research accounts count.’ In Geoffrey Walford (ed.) Doing Research About Education, London & Washington, D.C., Falmer, pp. 1-10.
• Geoffrey Walford (1998) ‘Reading and writing the small print: The fate of sponsored grant-maintained schools.’  Educational Studies, 24, 2, pp. 241-257.
• Geoffrey Walford (1997) ‘School choice and the common good: a reply to Brighouse’ Oxford Review of Education, 23, 4, pp. 517-521.
• Geoffrey Walford (1997)  ‘The 14-19 curriculum in private schools.’ In Sally Tomlinson (ed.) Education 14-19: Critical Perspectives, London & Atlantic Highlands, NJ, Athlone, pp. 101-112.
• Geoffrey Walford (1997) ‘Diversity, choice and selection in England and Wales’ Educational Administration Quarterly 33, 2, pp. 158-169.
• Geoffrey Walford (1997) ‘Sponsored grant-maintained schools: extending the franchise?’ Oxford Review of Education, 23, 1, pp. 31-44.
• Geoffrey Walford (1997) ‘Education and private schools.’ In Anthony Giddens (ed.) Sociology: Introductory readings, Cambridge, Polity, pp. 329-336.
• Steven Carroll and Geoffrey Walford (1997) ‘The child’s voice in school choice’ Educational Management and Administration, 25, 2, pp. 169-180.
• Geoffrey Walford (1997) ‘Privatization and selection.’ In Richard Pring and Geoffrey Walford (eds.) Affirming the Comprehensive Ideal, London, Falmer.
• Steven Carroll and Geoffrey Walford (1997) ‘Parents’ responses  to the school quasi-market’ Research Papers in Education, 12, 1, pp. 3-26.
• Geoffrey Walford (1997) ‘Power and responsibility in pressure group activity.’ In Keith Watson, Sohan Modgil and Celia Modgil (eds.)  Educational Dilemmas: Debate and diversity, London, Cassell,  pp. 247-253 and 264-265.
• Steven Carroll and Geoffrey Walford (1996) ‘A panic about school choice’ Educational Studies, 22, 3, pp. 393-407.
• Geoffrey Walford (1996)  ‘School choice and equity in England and Wales’  Oxford Studies in Comparative Education, 6, 1, pp. 49-62.
• Geoffrey Walford (1996) ‘Diversity and choice in school education: an alternative view’ Oxford Review of Education,  22, 2, pp. 143-154.
• Geoffrey Walford (1996)  ‘Faith-based grant-maintained schools: Selective international policy borrowing from The Netherlands’ in John Ahier, Ben Cosin and Margaret Hales (eds.) Diversity and Change: Education, policy and selection, London, Routledge, pp. 63-78.
• Geoffrey Walford (1995)  ‘The Northbourne amendments: Is the House of Lords a garbage can?’ Journal of Education Policy, 10 (5) pp. 413-425.
• Geoffrey Walford (1995) ‘Faith-based schools, diversity and inequity.’ In Gwen Wallace (ed.)  Schools, Markets and Management, Bournmouth, Hyde Publications, pp. 13-20.
• Geoffrey Walford (1995) ‘The Christian Schools Campaign – a successful educational pressure group?’ British Educational Research Journal, 21 (4) pp. 451-464.
• Geoffrey Walford (1995)  ‘Faith-based grant-maintained schools: Selective international policy borrowing from The Netherlands.’ Journal of Education Policy, 10 (2) pp. 245-257.
• Geoffrey Walford (1995) ‘Classification and framing in English public boarding schools.’  In Paul Atkinson, Brian Davies and Sara Delamont (eds.) Discourse and Reproduction. Essays in honor of Basil Bernstein, New Jersey, USA, Hampton Press, pp. 191-207.
• Geoffrey Walford (1994)  ‘A return to selection?’ Westminster Studies in Education, 17, pp. 19-30.
• Geoffrey Walford (1994) ‘Political commitment in the study of the City Technology College, Kingshurst.’  In David Halpin and Barry Troyna (eds.) Researching Education Policy: Ethical and Methodological Issues, London, Falmer, pp. 94-106.
• Geoffrey Walford (1994)  ‘The dilemma of choice in education.’ In Ian Lawrence (ed.) Education Tomorrow, London, Cassell, pp. 130-144.
• Geoffrey Walford (1994)  ‘Reflections on researching the powerful.’ In Geoffrey Walford (ed.) Researching the Powerful in Education, London, UCL Press, pp. 222-231.
• Geoffrey Walford (1994)  ‘Ethics and power in a study of pressure group politics.’ In Geoffrey Walford (ed.)Researching the Powerful in Education, London, UCL Press, pp. 81-93.
• Geoffrey Walford (1994) ‘A new focus on the powerful.’ In Geoffrey Walford (ed.) Researching the Powerful in Education, London, UCL Press, pp. 2-11.
• Geoffrey Walford (1994) ‘Educational choice, control and inequity.’ In David Scott (ed.) Accountability and Control in Educational Settings, London, Cassell, pp. 73-86.
• Colin Poyntz and Geoffrey Walford (1994) ‘The new Christian schools: A survey.’  Educational Studies, 20, 1, pp. 127-143.
• Geoffrey Walford (1994) ‘The new religious grant-maintained schools.’ Educational Management and Administration, 22, 2, pp. 123-130.
• Geoffrey Walford (1994)   ‘Weak choice, strong choice and the new Christian schools.’ In J. Mark Halstead (ed.)  Parental Choice and Education: Principles, policies and practice,  London, Kogan Page, pp. 139-150.
• Geoffrey Walford (1993)  ‘Self-managing schools, choice and equity.’ In John Smyth (ed.) A Socially Critical View of the Self-Managing School, Basingstoke, Falmer, pp. 229-244.
• Geoffrey Walford (1993)  ‘Selection for secondary schooling.’  In Briefings for the Paul Hamlyn Foundation National Commission on Education,  London, Heinemann, pp. 89-102.
• Geoffrey Walford (1993) ‘The real lessons in school reform from Britain.’ Educational Policy, 7, 2, pp. 212-222.
• Geoffrey Walford (1993) ‘Girls’ private schooling: past and present.’ In Geoffrey Walford (ed.) The Private Schooling of Girls: Past and present, London, Woburn Press, pp. 9-32.
• Geoffrey Walford (1992)  Selection for Secondary Schooling National Commission on Education Briefing Paper No. 7,  October.
• Geoffrey Walford (1992) ‘Educational reform in the 1980s: National case studies. Great Britain.’ In Peter W. Cookson, Jr., Alan R. Sadovnik and Susan F. Semel (eds.) International Handbook of Educational Reform, Westport, CT, USA, Greenwood Press, pp. 209-227.
• Geoffrey Walford (1992) ‘Educational choice and equity in Great Britain.’ Educational Policy (USA), 6, (2) pp. 123-138.
• Geoffrey Walford (1992) ‘The reform of higher education.’ In Madeline Arnot and Len Barton (eds.)  Voicing Concerns: Sociological Perspectives on contemporary educational reforms, Wallingford, Triangle Books, pp. 186-200.
• Sharon Gewirtz, Henry Miller and Geoffrey Walford (1991) ‘Parents’ individualist and collectivist strategies at the City Technology College, Kingshurst.’ International Studies in Sociology of Education, 1, pp. 173-191.
• Geoffrey Walford (1991)  ‘The changing relationship between government and higher education in Britain.’  In Guy Neave and Frans van Vught (ed.) Prometheus Bound. The changing relationship between government and higher education in Western Europe, Oxford, Pergamon, pp. 165-183.
• Geoffrey Walford (1991) ‘Researching the City Technology College, Kingshurst.’  In Geoffrey Walford (ed.)Doing Educational Research, London, Routledge, pp. 82-100.
• Geoffrey Walford (1991)  ‘Reflexive accounts of doing educational research.’ In Geoffrey Walford (ed.)  Doing Educational Research, London, Routledge, pp. 1-17.
• Geoffrey Walford (1991)  ‘Choice of school at the first City Technology College.’ Educational Studies, 17, 1, pp. 65-75.
• Geoffrey Walford (1991)  ‘City Technology Colleges: A private magnetism?’ In Geoffrey Walford (ed.)  Private Schooling: Tradition, change and diversity, London, Paul Chapman, pp. 158-76.
• Geoffrey Walford (1991) ‘The reluctant private sector: of small schools, people and politics.’ In Geoffrey Walford (ed.) Private Schooling: tradition, change and diversity, London Paul Chapman, pp. 115-32.
• Geoffrey Walford (1990)  ‘Developing choice in British education.’  Compare. A Journal of Comparative Education, 20, 1, pp 22-56.
• Geoffrey Walford (1990) ‘The 1988 Education Reform Act for England and Wales: Paths to privatization.’ Educational Policy, 4, 2, pp. 127-44.
• Mark H. Robson and Geoffrey Walford (1989) ‘Independent schools and tax policy under Mrs Thatcher.’ Journal of Education Policy, 4, 2, pp. 149-62.
• Geoffrey Walford (1989) ‘Scotland: Changes in government policy towards private schools.’ In Geoffrey Walford (ed.)  Private Schools in Ten Countries: Policy and practice, London, Routledge, pp. 32-56.
• Geoffrey Walford (1989)  ‘Private schools policy and practice in comparative perspective.’ In Geoffrey Walford (ed.) Private Schools in Ten Countries: Policy and practice, London, Routledge, pp. 1-7.
• Geoffrey Walford (1989)  ‘Bullying in public schools: Myth and reality.’ In Delwyn P. Tattum and David Lane (eds.) Bullying in Schools, London, Trentham Books, pp. 81-88.
• Geoffrey Walford (1988)  ‘Young people’s views about the Youth Training Scheme in Scotland.’ British Journal of Sociology of Education, 9, 4, pp. 437-51.
• Geoffrey Walford (1988)  ‘Shouts of joy and cries of pain: investigating young people’s comments on leaving school and entering the labour market.’ In David Raffe (ed.)  Education and the Youth Labour Market: Schooling and scheming, Lewes, Falmer, pp. 243-65.
• Geoffrey Walford, June Purvis and Andrew Pollard (1988)  ‘Ethnography, policy and the emergence of the new vocationalism.’  In Andrew Pollard, June Purvis and Geoffrey Walford (eds.) Education, Training and the New Vocationalism: Experience and policy, Milton Keynes, Open University Press, pp. 3-14.
• Geoffrey Walford (1988) ‘Training the elite – for education, training and jobs.’ Collected Original Resources in Education, 12, 1, pp. 1-19.
• Geoffrey Walford (1988)  ‘The privatisation of British higher education.’ European Journal of Education, 23, 1/2, pp. 47-64.
• Geoffrey Walford (1988)  ‘The Scottish Assisted Places Scheme. A comparative study of the origins, nature and practice of the APS in Scotland, England & Wales.’ Journal of Education Policy, 3, 2, pp. 137-53.
• Mark H. Robson and Geoffrey Walford (1988)  ‘U.K. tax policy and independent schools.’ British Tax Review, 2, pp. 38-54.
• Geoffrey Walford (1987)  ‘How important is the independent sector in Scotland’ Scottish Educational Review, 19, 2, pp. 108-21.
• Geoffrey Walford (1987)  ‘How dependent is the independent sector?’ Oxford Review of Education, 13, 3, pp. 275-96.
• Geoffrey Walford (1987)  ‘Research role conflicts and compromises in public schools.’  In Geoffrey Walford (ed.) Doing Sociology of Education, Lewes, Falmer, pp. 45-65.
• Geoffrey Walford (1987)  ‘The research process.’ In Geoffrey Walford (ed.) Doing Sociology of Education, Lewes, Falmer, pp. 1-15.
• Geoffrey Walford and Sïan Jones (1986) ‘The Solihull adventure. An attempt to reintroduce selective education.’  Journal of Education Policy, 1, 3, pp. 239-53.
• Geoffrey Walford (1986)  ‘Ruling-class classification and framing.’  British Educational Research Journal, 12, 2, pp. 183-95.
• Henry Miller and Geoffrey Walford (1986) ‘A case study of financial constraints in British universities.’ IHELG Monograph, Number 86/5, Institute for Higher Education Law and Governance, University of Houston, Texas, USA.
• Geoffrey Walford (1985)  ‘The influence of external pressure groups on the school curriculum: Two examples.’  Collected Original Resources in Education, 9, 2, pp. 1-45.
• Geoffrey Walford (1985)  ‘The construction of a curriculum area.’ British Journal of Sociology of Education, 6, 2, pp. 155-71.
• Henry Miller and Geoffrey Walford (1985)  ‘University cut and thrust.’  In Geoffrey Walford (ed.) Schooling in Turmoil, Beckenham, Croom Helm, pp. 244-68.
• Richard Thompson and Geoffrey Walford (1985)  ‘Teachers learning about industry: The two curricula and cultural disadvantage.’  In Geoffrey Walford (ed.) Schooling in Turmoil, Beckenham, Croom Helm, pp. 59-83.
• Geoffrey Walford (1984)  ‘The changing professionalism of public school teachers.’ In Geoffrey Walford (ed.) British Public Schools: Policy and practice, Lewes, Falmer, pp. 111-35.
• Geoffrey Walford (1984)   ‘The numbering of postgraduate research.’  Higher Education Review, 16, 2, pp. 61-65.
• Geoffrey Walford (1983)  ‘Science education and sexism in the Soviet Union.’  School Science Review, 85, 2, pp. 213-24.
• Geoffrey Walford (1983)  ‘Postgraduate education and the student’s contribution to research.’ British Journal of Sociology of Education, 4, 3, pp. 241-54.
• Geoffrey Walford (1983) ‘Research state and research style: A sociological analysis of postgraduate education.’  Collected Original Resources in Education, 7, 1, pp. 1-108.
• Geoffrey Walford (1983)  ‘Science textbook images and the reproduction of sexual divisions in society.’ Research in Science and Technological Education, 1, 1, pp. 65-72.
• Geoffrey Walford (1983)  ‘Parental attitudes and girls in physical science.’ School Science Review, 64, pp. 566-67.
• Geoffrey Walford (1983)  ‘Girls in boys’ public schools: A prelude to further research.’ British Journal of Sociology of Education, 4, 1, pp. 39-54.
• Leo Raby and Geoffrey Walford (1981) ‘Job status aspirations and their determinants for middle and lower stream pupils in an urban, multi-racial comprehensive school.’ British Educational Research Journal, 7, 2, pp. 173-81.
• Geoffrey Walford (1981)  ‘Classification and framing in higher education.’ Studies in Higher Education, 6, 2, pp. 147-58.
• Leo Raby and Geoffrey Walford (1981) ‘Career related attitudes and their determinants for middle- and low-stream pupils in an urban, multi-racial comprehensive school.’ Research in Education, 25, pp. 19-35.
• Geoffrey Walford (1980) ‘Why physics students start doctorates.’ Studies in Higher Education, 5, 1, pp. 77-80.

Books

• Geoffrey Walford (2006) Markets and Equity in Education London, Continuum, ISBN: 0 8264 8735 1.
• Geoffrey Walford (2005) Private Education: tradition and continuity
  London, Continuum, ISBN: 0 8264 8599 5.
• Geoffrey Walford (2001) Doing Qualitative Educational Research: a personal guide to the research process, London, Continuum. ISBN: 0-8264-4701-5,  0-8264-4702-3.
• Geoffrey Walford (2000) Policy, Politics and Education – sponsored grant-maintained schools and religious diversity, Aldershot, Ashgate. ISBN: 0-7456-1031-4.
• Geoffrey Walford (1996) Public School, Japanese edition of Life in Public Schools, translated by Yo Takeuchi. Japan, Sekai Shisosha Kyogakusha. ISBN: 4-7907-0626-5.
• Geoffrey Walford (1995) Educational Politics: Pressure groups and faith-based schools, Aldershot, Avebury, ISBN: 1-85628-907-9.
• Geoffrey Walford (1994) Choice and Equity in Education, London, Cassell, ISBN: 0-304-32775-1,  0-304-32774-3.
• Geoffrey Walford (1993) Contemporary British Education and Privatization, Japanese edition of Privatization and Privilege in Education with new forward and postscript, translated by Norio Iwahashi, Kyoto, Japan, Houritu-Bunka-sha, ISBN: 4589-01705-9.
• Geoffrey Walford and Henry Miller (1991) City Technology College, Milton Keynes, Open University Press, ISBN: 0335 09275 6.
• Geoffrey Walford (1990) Privatization and Privilege in Education, London & New York, Routledge, ISBN: 0415 04247 X,  0415 04248 8.
• Geoffrey Walford (1987) Restructuring Universities: Politics and power in the management of change, Beckenham, Croom Helm, ISBN: 07099 3694 X.
• Geoffrey Walford (1986) Life in Public Schools, London, Methuen, ISBN: 0416 37170 1,  0416 37180 9.
• Richard Thompson and Geoffrey Walford (1983) Teachers into Industry, Birmingham, AEEM, ISBN: 0903 703 14 9.

Edited books

• Prachi Srivastava and Geoffrey Walford (2018) Non-State Actors in Education in the Global South. London, Routledge. ISBN: 978-1-138-57067-2 (hb), 143 pp.
• Geoffrey Walford (2016)(ed.) Academies, Free Schools and social Justice (Didcot, Routledge) ISBN 13: 978-1-138-96007-7, 118 pp.
• Geoffrey Walford (2016)(ed.) Privatization, Education and Social Justice (Didcot, Routledge) ISBN 13: 978-1-138-59439-7, 150 pp.
• Ian Macpherson, Susan Robertson and Geoffrey Walford (eds.)(2014) Education, Privatisation, and Social Justice: Case studies from Africa, South Asia, and South East Asia (Abingdon, Symposium)
• Geoffrey Walford, Eric Tucker and Madhu Viswanathan (2010) (eds.) The Sage Handbook of Measurement (London, Sage) ISBN: 978-1-4129-4814-2.
• Geoffrey Walford (2010) (ed.) Blair’s Educational Legacy? (London, Routledge) ISBN: 0-415-48305-0.
• Geoffrey Walford (2008) (ed.) How to do Educational Ethnography, London, Tufnell Press, ISBN: 978-1-872767-92-5 (pb).
• Martin Forsey, Scott Davies and Geoffrey Walford (2008(eds.) The Globalisation of School VChoice? Abingdon, Symposium Books, ISBN: 978-1-873927-12-0 (pb).
• Prachi Srivastava and Geoffrey Walford (2007) (eds.) Private Schooling in Less-Economically Developed Countries: Asian and African Perspectives Abingdon, Symposium Books. ISBN: 978-1-873927-85-4 (pb).
• Geoffrey Walford (2007) (ed.) Methodological Developments in Ethnography (Studies in Educational Ethnography, Volume 12) Amsterdam, New York, Oxford, Elsevier.  ISBN: 0-7623-1437-0 (hb).
• David Phillips and Geoffrey Walford (2006) (eds.) Tracing Education Policy: Selections for the Oxford Review of Education Abingdon, Routledge. ISBN: 0-413-39861-4 (hb).
• Geoffrey Walford (2006) (ed.) Education and the Labour Government: an evaluation of two termsAbingdon, Routledge. ISBN: 0 415 36870 7 (hb).
• Geoff Troman, Bob Jeffrey and Geoffrey Walford (2005) (eds.) Methodological issues and practices in Ethnography. (Studies in Educational Ethnography, Volume 11) Amsterdam, New York, Oxford, Elsevier.  ISBN: 0-7623-1252-1 (hb).
• Geoff Troman, Bob Jeffrey and Geoffrey Walford (2004) (eds.) Identity, Agency, and Social Institutions in Educational Ethnography. (Studies in Educational Ethnography, Volume 10) Amsterdam, New York, Oxford, Elsevier. ISBN: 0-7623-1144-4 (hb).
• Bob Jeffrey and Geoffrey Walford (2004) (eds.)Ethnographies of Educational and Cultural Conflicts: Strategies and resolutions. (Studies in Educational Ethnography, Volume 9) Amsterdam, New York, Oxford, Elsevier. ISBN: 07623-11126 (hb).
• Holger Daun and Geoffrey Walford (2004) (eds.) Educational Strategies among Muslims in the Context of Globalization. Leiden, Brill. ISBN: 90-04-13675-4 (hb).
• Geoffrey Walford and W. S. F. Pickering (2003) (ed.) Durkheim and Modern Education, Japanese Edition. Tokyo, Tokyo Metropolitan University Press. ISBN: 4-88683-496-5 (hb).
• Geoffrey Walford (2003) (ed.) British Private Schools: research on policy and practice, London, Woburn Press. ISBN: 0-7130-0228-X,  0-7130-4048-3.
• Geoffrey Walford (2003) (ed.) Investigating Educational Policy through Ethnography, (Studies in Educational Ethnography, Volume  Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-1018-9 (hb).
• Geoffrey Walford (2002) (ed.) Doing a Doctorate in Educational Ethnography, (Studies in Educational Ethnography, Volume 7) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0906-7 (hb).
• Geoffrey Walford (2002) (ed.) Debates and Developments in Ethnographic Methodology, (Studies in Educational Ethnography, Volume 6) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0893-1.
• Phil Carspecken and Geoffrey Walford (2001) (eds.) Critical Educational Ethnography,
  (Studies in Educational Ethnography, Volume 5) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0797-8.
• Geoffrey Walford (2001) (ed.) Ethnography and Education Policy, (Studies in Educational Ethnography, Volume 4) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0768-4.
• Geoffrey Walford and Caroline Hudson (2000) (eds.) Genders and Sexualities in Educational Ethnography, (Studies in Educational Ethnography, Volume 3) Amsterdam, New York, Oxford, JAI Press. ISBN: 0-7623-0738-2.
• W. S. F. Pickering and Geoffrey Walford (2000) (eds.) Durkheim’s Suicide: a century of research and debate, London & New York, Routledge. ISBN: 0-415-20582-4.
• Alexander Massey and Geoffrey Walford (1999) (eds.) Explorations in Methodology, (Studies in Educational Ethnography, Volume 2) Stamford, CT, JAI Press. ISBN: 0-7623-0563-0.
• Geoffrey Walford and Alexander Massey (1998) (eds.) Children Learning in Context, (Studies in Educational Ethnography, Volume 1). London & Greenwich, CT, JAI Press. ISBN: 0-76230-436-7.
• Geoffrey Walford and W. S. F. Pickering (1998) (eds.) Durkheim and Modern Education, London & New York, Routledge. ISBN: 0-415-18168-2.
• Geoffrey Walford (1998) (ed.) Doing Research about Education, London & Washington D.C., Falmer. ISBN: 0-7507-0782-8,  0-7507-0783-6.
• Geoffrey Walford (1997) (ed.) Choice, Diversity and Equity in Secondary Schooling, Special Issue of Oxford Review of Education. ISSN:  0305-4985 .
• Richard Pring and Geoffrey Walford (1997) (eds.) Affirming the Comprehensive Ideal, London & Washington D.C., Falmer. ISBN: 0-7507-0619-8,  0-7507-0620-1.
• Geoffrey Walford (1996) (ed.) School Choice and the Quasi-Market, Special Issue of Oxford Studies in Comparative Education, Wallingford, Triangle Books. ISBN: 1-873927-23-1.
• Geoffrey Walford (1995) (ed.) La Otra Cara de la Investigación Educativa, Spanish edition of Doing Educational Research, translated by Javier Orduna Cosmen. Madrid, La Muralla. ISBN: 84-7133-646-4.
• Geoffrey Walford (1994) (ed.) Researching the Powerful in Education, London, UCL Press, ISBN: 1-85728-133-0, 1-85728-134-9.
• Geoffrey Walford (1993) (ed.) The Private Schooling of Girls: Past and present, London, Woburn Press, ISBN: 0-7130-0186-0.
• Geoffrey Walford (1992) (ed.) Privatne Skole. Iskustva u deset zemalja, Croatian edition of Private Schools in Ten Countries, translated by Mirna Varlandy Supek, Zagreb, Croatia, EDUCA Publishing House, ISBN: 86-7841-002-7.
• Geoffrey Walford (1991) (ed.) Doing Educational Research, London, Routledge, ISBN: 0415 05289 0,  0415 05290 4.
• Geoffrey Walford (1991) (ed.) Private Schooling: Tradition, change and diversity, London, Paul Chapman, ISBN: 185396 116 7.
• Geoffrey Walford (1989) (ed.) Private Schools in Ten Countries: Policy and practice, London & New York, Routledge, ISBN: 0415 03464 7.
• Andrew Pollard, June Purvis and Geoffrey Walford (1988) (eds.) Education, Training and the New Vocationalism: experience and policy, Milton Keynes & Philadelphia, Open University Press, ISBN: 0335 15845 5,  0335 15844 7.
• Geoffrey Walford (1987) (ed.) Doing Sociology of Education, Lewes & Philadelphia, Falmer, ISBN: 085000 145 6,  085000 146 4.
• Geoffrey Walford (1985) (ed.) Schooling in Turmoil, Beckenham, Croom Helm, ISBN: 07099 3618 4.
• Geoffrey Walford (1984) (ed.) British Public Schools: Policy and practice,
  Lewes & Philadelphia, Falmer, ISBN: 0905 273 84 2,  0905 273 83 4.

Anne’s main areas of research in Mathematics Education are exemplification and task design in mathematics teaching and learning, from a variation theory perspective; the role of mathematics education in social justice issues; the use of fine-grained approaches to analysis of mathematics interaction within socio-cultural perspectives and the school mathematics curriculum.

Detailed information, papers, presentations and activities can be found on her website at pmtheta.com and on researchgate.net.

Anne convened and co-edited an Study on Task Design for the International Committee on Mathematics Education and has co-authored a book about learning key ideas in secondary mathematics – Key Ideas in Teaching Mathematics for Oxford University Press.

Her most recent publication is the book: Care in Mathematics Education published by Palgrave-Macmillan.

She is a member of the Association of Teachers of Mathematics (ATM), the British Society for Research into the Learning of Mathematics, the International Group for the Psychology of Mathematics Education and the Higher Education Academy and the Canadian Mathematics Education Study Group. She is a Fellow of the International Society for Design and Development in Education.  In retirement she runs, with her husband John Mason, free workshops for teachers and others on key conceptual themes that run throughout mathematics (see pmtheta@home on pmtheta.com).

Anne is a member of the Quaker Values in Education Group of the Society of Friends, see: Rowe, D. and Watson, A. (eds.) (2018)  Faith and Experience in Education: essays on Quaker perspectives. London: Trentham Press.

Activities in curriculum

• Two syntheses of research about how children learn mathematics for the Nuffield Foundation: Key Understandings in Learning Mathematics (with Nunes and Bryant) and Key Ideas in Teaching Mathematics (with Jones and Pratt).
• Member of the expert drafting panel for the primary and secondary mathematics National Curriculum for the Department for Education.
• Curriculum Advisor to the Welsh Assembly.

Publications

Selected recent papers

• Biza, I., Hewitt, A., Watson, A., Mason, J. (2019) Generalization Strategies in Finding the nth Term Rule for Simple Quadratic Sequences. International Journal of Science and Mathematics Education, (), 1-22 DOI 10.1007/s10763-019-10009-0
• Venkat, H., Askew, M., Watson, A. & Mason, J. (2019) Architecture of Mathematical Structure. FLM 39(1), 19-23.
• Biza, I., Hewitt, A., Watson, A., Mason, J. (2019) Generalization Strategies in Finding the nth Term Rule for Simple Quadratic Sequences. International Journal of Science and Mathematics Education, (), 1-22 DOI 10.1007/s10763-019-10009-0
• Watson, A. & Mason, J. (2018) A tale of two digital games: How discussion can augment personal narratives. In R. Zazkis & P. Herbst (eds) Scripting approaches in mathematics education: Mathematical dialogues in research and practice.  73-88. Springer Publishers.
• Al-Murani, T., Kilhamn, C., Morgan, D., & Watson, A. (2018). Opportunities for learning: the use of variation to analyse examples of a paradigm shift in teaching primary mathematics in England. Research in Mathematics Education, 1-19.
• Watson, A., Ayalon, M., & Lerman, S. (2018). Comparison of students’ understanding of functions in classes following English and Israeli national curricula. Educational Studies in Mathematics, 97(3), 255-272.
• Ayalon, M., Watson, A. & Lerman, S. (2016) Students’ conceptualisations of function revealed through definitions and examples. Research in Mathematics Education. 19(1), 1-19
• Watson, A. (2016) Pedagogy of variations: synthesis of various notions of variation pedagogy in Huang, R. & Li, Y. (eds.) Teaching and learning mathematics through variation. p85-105. Rotterdam: Sense Publishers
• Ayalon, M., Watson, A. & Lerman, S. (2016) Reasoning about variables in 11 to 18 year olds: informal, schooled and formal expression in learning about functions. Mathematics Education Research Journal. 28(3), 379-404.
• Ayalon, M., Watson, A., & Lerman, S. (2015). Progression Towards Functions: Students’ Performance on Three Tasks About Variables from Grades 7 to 12. International Journal of Science and Mathematics Education, 90(3), 321-339
• Ayalon, M., Watson, A. and Lerman, S. (2015) Functions represented as linear sequential data: relationships between presentation and student responses Educational Studies in Mathematics.Online DOI 10.1007/s10649-015-9628-9
• Watson, A. and Ohtani, M. (2015) Themes and issues in mathematics education concerning task design: Editorial introduction. In Watson, A. and Ohtani, M. (eds.) Task Design in Mathematics Education: An ICMI study.  (pp. 3-18 ) Heidelberg: Springer
• Watson, A. and Thompson, D. (2015) Design issues related to text-based tasks. In Watson, A. and Ohtani, M. (eds.) Task Design in Mathematics Education: An ICMI study.  (pp.143-190) Heidelberg: Springer.
• Watson, A., De Geest, E. (2014) Department-initiated change. Educational Studies in Mathematics, 87(3), 351-368.

Selected Books

• Watson, A. (2021) Care in Mathematics Education: Alternative educational spaces and practices. Palgrave Macmillan.
• Watson, A. (ed.) (2018) Variation in mathematics: A collection of writings from ATM Mathematics Teaching. Association of Teachers of Mathematics, Derby, UK.
• Watson, A. and Ohtani, M. (2015) (Eds.) Task Design in Mathematics Education: An ICMI study.  Heidelberg: Springer.
• Watson, A.,  Jones, K. and Pratt, D. (2013)  Key Ideas in Teaching Mathematics: Research-based guidance for ages 9-19 (Oxford University Press + Nuffield website)
• Watson and P. Winbourne (eds.) (2007) New Directions for Situated Cognition in Learning Mathematics, pub. Springer
• Watson, A. (2006) Raising Achievement in Secondary Mathematics Maidenhead, Open University Press
• Watson, A. and Mason, J. (2005) Mathematics as a constructive activity: learners generating examples. Lawrence Erlbaum Publishers.

David Phillips is Emeritus Professor of Comparative Education, and Emeritus Fellow of St Edmund Hall.

A linguist by origin, David Phillips now works exclusively on various aspects of comparative and international education, with a particular focus on policy issues in historical context. He is the author of many publications, especially on education in Germany (more particularly in the post-war and post-unification periods) and on policy ‘borrowing’ in education. He has edited  Comparative Education, Research in Comparative and International Education, and the Oxford Review of Education and  and serves on the editorial boards of various other journals; he also edits the book series Oxford Studies in Comparative Education. He is co-chair of the Anglo-German Educational Research Group (www.aerg.org)

He has been Chair of the British Association for Comparative and International Education (BAICE). In 1990-91 he served on a commission of the German Wissenschaftsrat which reported to the German government on the future of teacher education in the territory of the former German Democratic Republic, and he has (2003-4) been a member of a commission appointed by the Minister for Science, Culture and the Arts in Baden-Württemberg with the task of evaluating educational studies in higher education in that state of the Federal Republic of Germany. He has evaluated projects for the Deutsche Forschungsgemeinschaft and for other research bodies. He is a Fellow of the Social Sciences Academy and a Fellow of the Royal Historical Society.

Professor Phillips’s main teaching involved theoretical and methodological issues in comparative education, educational policy in Western Europe (particularly EU countries) and in Eastern Europe, in Japan, and in the United States. Many of his doctoral students focused on education in Germany and Japan, and on a range of topics involving education and training policy in the European Union as well as on aspects of educational policy borrowing in a variety of contexts.

Professor of Sociology of Education in the Department of Education from 2010-2015, and before that Director of the Centre for Educational Sociology (CES), University of Edinburgh, Jenny also worked at Strathcyde, Keele, UWE Bristol, and the Open University.

She is an Honorary Professorial Visiting Fellow in the School of Social and Political Sciences, the University of Edinburgh, and has an attachment to the University of Umea, Sweden. She is a Fellow of the British Academy and has been a visiting scholar at Helsinki University, Finland. She holds an honorary doctorate from Turku University, Finland and is a member of the ESF College of Expert Reviewers. She teaches on the EU funded summer school in European Education Studies (SUSEES). The MOOC may be accessed here http://www.susees.eu/mooc-2017-lecture-2-governing-education-europe-changing-role-knowledge/

Research

Jenny is currently investigating the relationship between knowledge and policy in recovery planning for education across the UK after Covid. Jenny’s recent funded research was a Leverhulme Emeritus Fellowship, on Governing Education: knowledge and policy in England and Scotland since 1986. The study investigates the changing relationship between knowledge and policy in governing education in the period 1986-2015 in England and Scotland.

Jenny also continues to research and publish on education policy with a focus on governance and governing, through investigation of the resources that are being mobilized by new governing forms and through new policy technologies. She works in collaboration with colleagues in the UK and Europe, located in a variety of disciplines-including political science and social policy.

Ian is former President of BERA, 2013-2015. At OUDE he was Director of Professional Programmes and led the development of the Oxford Education Deanery.Before moving to Oxford, Ian was Professor of Teacher Education at the University of Glasgow. Prior to that he held posts at the University of the West of Scotland (Dean of Education and Media), London Metropolitan University (Head of School of Education), University of the West of England and the University of Gloucestershire.

Ian was President of the Scottish Educational Research Association from 2005–07 and chaired the Research and Development Committee of the Universities’ Council for the Education of Teachers from 2008-11. He is a Fellow of the Academy of Social Sciences and a Fellow of the Royal Society of Arts and is a Visiting Professor at Bath Spa University and Ulster University and an Honorary Professor at the University of Exeter. Since 2018 he has been a Senior Research Associate at Kazan Federal University, Russia.

Herb completed a BA (Hons) Psychology at Indiana University in 1968. After that, he achieved an MA at Indiana before moving to UCLA to complete a DPhil in Psychology in 1974.

Shortly after, he was appointed Head of Evaluation Research Services at University of Southern California for 5 years, before moving to Sydney, Australia in 1980 to take a position as Lecturer, and then Senior Lecturer, at Sydney University.

At the same time, he was a Reader in Education. He held these posts until 1990, when he joined the University of Western Sydney. Over the next 15 years at that institution, he served a number of roles, including Research Professor of Education, Professor of Psychology, Dean of Graduate Research Studies, Pro-Vice Chancellor of Research, and Director of Self-concept Enhancement and Learning Facilitation (SELF) Research Centre. Indeed, in 1997 he founded the SELF Research Centre, which now has over 450 members, including many of the top self-concept researchers in the world, and satellite centres at leading Universities in Australia, Europe, North America, and Asia (see http://self.uws.edu.au/). He served as Director of SELF until he departed at the start of 2006 to become a Professor at the University of Oxford.

Herb has supervised scores of Honours-level and Doctoral candidates. Some of his recent PhD supervisions have been in the areas of self-concept theory and intervention, motivation, scale development, bullying, mental toughness in elite athletes, the peer review process, and eating disorders, among others. They generally employ complex quantitative research techniques

Research

Herb Marsh is widely published with 350 articles in more than 70 different journals, 60 chapters, 14 monographs, and 350 conference papers; and co-edits the International Advances in Self Research monograph series. In the most important journals in his disciplines over the last quarter century he is the most frequently published author in American Educational Research Journal (29 articles) and the Journal of Sport & Exercise Psych (21 articles), and second most frequently published author in Journal of Educational Psychology (61 articles). He has a total of 276 journal articles listed in ISI that have been cited a total of more than 11,00 times – including 55 articles with at least 55 citations (ISI H index = 55) and one article with more than 1,100 citations.

He has been recognized as the most productive educational psychologist in the world, as one of the top 10 international researchers in Higher Education and in Social Psychology, and the 11th most productive researcher in the world across all disciplines of psychology. He is a highly cited researcher on ISI’s list of the “world’s most cited and influential scientific authors over a sustained period according to a common standard that covers all countries and all scientific disciplines” (http://isihighlycited.com/), one of only a few UK social science researchers to achieve this recognition and one of the few anywhere to achieve this distinction in two different categories (general social sciences and psychology/psychiatry; presently there is no classification for education).

He has reviewed articles for more than 75 journals and has been on the editorial boards of 14 international journals (J. Ed Psych; Am Ed Res J; Child Devel; Perspectives on Psych Sci; J Pers & Soc Psych; Structural Equation Modelling; Inter J of Sport Psych; Ed & Psych Measurement; J Exp Educ; Educ Res and Eval; J Sport & Exercise Psych; Int J of Sport & Exercise Psych; J of Contemporary Ed Psych; Organizational Res Methods; Multivariate Behavioral Res).

He has served on external advisory committees for the: Scientific Advisory Board of the German Max Planck Institute (Education and Human Development, Berlin); Hong Kong Institute of Educational Research, Chinese University of Hong Kong; Social Sciences and Humanities for the Swiss Federal Institute of Technology in Zürich (Zürich ETH); and the International Research School “The Life Course: Evolutionary and Ontogenetic Dynamics” co-organised by the Univ of Michigan (USA), Univ of Virginia (USA), Humboldt University (Germany), Free University (Germany) and the Max Planck Institute.

Professor Marsh’s research has consistently attracted external funding, including a 100% success record on 24 proposals to the highly competitive Australian Research Council during the last 25 years as well as more recent United Kingdom grants from the Economic and Social Research Council, Higher Education Funding Council for England, and Higher Education Authority.

Other international awards include a Career Achievement Award from the American Educational Research Association, the prestigious Wen Lin Visiting Professorship from The Chinese University of Hong Kong, a visiting travelling fellowship from the British Psychological Society, Fellow of the Australian Academy of Social Sciences and the Society of Multivariate Experimental Psychology, and many keynote presentations at international conferences including the presidential invited keynote addresses for 2007 meetings of both the British Educational Research Association and the American Educational Research Association. In 2008 Professor Marsh was awarded the ESRC Professorial Fellowship which provides professorial salary, support staff and infrastructure for an extended research programme, a highly competitive fellowship awarded to only 3-5 social science researchers across all of the UK.

Major research/scholarly interests

Self-concept and Motivational constructs: Theory, Measurement, Research, Enhancement; Teaching Effectiveness and Its Evaluation: Theory, measurement, research, and enhancement; Higher Education with a particular emphasis on students’ evaluation of teaching and relations between teaching and research; Developmental Psychology; Quantitative analysis, particularly confirmatory factor analysis, structural equation modelling, multilevel modelling; Sports psychology with a particular focus on physical self-concept and motivation; health psychology with a focus on motivational aspects of health related physical activity, physical fitness, and eating disorders; The peer review process in relation to both journals and research grants; Peer support and anti-bullying interventions.