Outputs (6)

Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems (2024)
Journal Article

This article sets out an original conceptual framework for place-based professional learning by teachers and schools in decentralised education systems. High quality Continuing Professional Development and Learning (CDPL) by teachers is associated wi... Read More about Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems.

Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years (2023)
Journal Article

Background: There is a growing evidence base for the importance of spatial reasoning for the development of mathematics. However, the extent to which this translates into practice is unknown. Aims: We aimed to understand practitioners' perspectives o... Read More about Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years.

Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds (2022)
Journal Article

Research shows that attention to pattern and structure is fundamental to mathematical learning and attainment yet early mathematics curricula in England underplay the importance of patterning. In a critical realist notion of powerful knowledge, patte... Read More about Developing mathematical patterning in ECE classrooms: participatory research with teachers of 3–5-year-olds.

Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England (2022)
Journal Article

Pattern is fundamental to mathematical learning yet pattern has been conspicuously low key within early mathematics curriculum guidance in England despite evidence that it predicts later attainment in mathematics overall. Whilst recent curriculum cha... Read More about Pattern in early years mathematics curriculum: a 25-year review of the status, positioning and conception of pattern in England.

Walking the Talk: moving forwards with sustained shared thinking and dialogic teaching (2020)
Journal Article

Children’s lived experiences of ‘ability’ in the Key Stage One classroom: life on the ‘tricky table’ (2020)
Journal Article

Within the wealth of research on ‘ability’ in education, there is a missing perspective: the perspective of the child. Whilst ‘ability’ informed practices such as ‘ability’ grouping are commonplace in the UK, how these are experienced by the young ch... Read More about Children’s lived experiences of ‘ability’ in the Key Stage One classroom: life on the ‘tricky table’.