Bronwen Maxwell

Bronwen Maxwell
Sheffield Hallam University | SHU · Sheffield Institute of Education -Centre for Research and Knowledge Exchange

BSc., PGCE, MEd., PhD

About

28
Publications
11,761
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447
Citations

Publications

Publications (28)
Technical Report
Full-text available
The research presented in this report was commissioned by the Education and Training Foundation (ETF) to inform: • The development of a framework for the mentoring of teachers and trainers in the Further Education and Training (FET) sector in England; • Associated guidance for mentors, mentees and leaders in FET organisations; • The design and deli...
Chapter
Teacher mentoring training offered by higher education institutions has the potential to expose critical spaces within which mentors can learn to play significant roles as advocates for social justice. Through taking on such roles mentors can empower their students to also become social justice advocates who in turn empower their own communities. D...
Article
Most research to date about the English government’s policy to make schools independent of local authorities (LAs) has looked at the “macro” level of national policy and at the “micro” level of the institution. The study of which this article is a part explores changes at the “meso” level of the locality. Over a period of six years, 52 semi-structu...
Article
This paper presents the outcomes of an empirical investigation into the validity of Bryan Cunningham's thesisthat the effectiveness of teacher mentoring is enhanced by a supportive institutional framework comprising eight ‘architectural design features’. It draws upon analyses of data from a mixed methods study of mentoring in the English Further E...
Article
Full-text available
‘Mastery’ is central to current policy in mathematics education in England, influenced by East Asian success in transnational assessments. We scrutinise the prospects for mastery pedagogies to improve pupil attainment in English primary schools. The Mathematics Teacher Exchange (MTE)—an element of the mastery innovation—involves teachers visiting S...
Article
Designs combining different types of data are increasingly used in educational evaluation, to provide both evidence of impact and an explanation of the processes by which impacts are created. Logic models are visual representations of how an intervention leads via a set of steps from resources and inputs to outputs and then sets of outcomes. Their...
Article
Teacher recruitment and retention is an international challenge. In England the government have reported that more teachers leave before retirement age than five years ago, 30% within five years and schools are finding it difficult to fill posts with quality teachers . This paper evaluates the contribution of the research-informed RETAIN Early Care...
Technical Report
Full-text available
Department for Education (DfE) commissioned a two-year study to assess progress towards an evidence-informed teaching system.
Article
Full-text available
In England the balance of responsibilities between national and local government for the governance of education is changing. Relationships between schools are shifting and new structures, groups and alliances are being created in response to national policy. The article is part of a project to understand how the new local education landscapes are...
Article
This tool for teachers is a product of the data collection and analysis, including interviews with 82 teachers, carried out as part of a DfE-funded study Evidence-informed teaching: an evaluation of progress in England (Coldwell et al, 2017). It is designed to help teachers evaluate and consider their levels of interaction with evidence in terms of...
Article
Full-text available
One approach to designing, researching or evaluating professional learning experiences is to use models of learning processes. Here we analyse and critique five significant contemporary analytical models: three variations on path models, proposed by Guskey, by Desimone and by Clarke and Hollingsworth; a model using a systemic conceptualisation of l...
Article
Full-text available
Innovation efforts in schools commonly wrestle with two challenges: how to secure ownership of change among teachers and how to ensure that improvements are based on evidence. This paper draws on findings from a two-year collaborative research and development (R&D) project in England which involved 66 school clusters (teaching school alliances (TSA...
Article
This paper reports an original examination of the well-being of early career secondary school teachers in England, which extends the evidence bases relating to early career teachers’ working lives, teacher well-being, self-determination theory and performativity, respectively. Drawing on a secondary analysis of qualitative data generated for four s...
Article
Full-text available
Purpose – The purpose of this paper is to explore how mentors can act as change agents for social justice. It examines mentors’ roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment. Design/methodology/approac...
Article
Full-text available
Abstract Purpose – The purpose of this paper is to explore how mentors can act as change agents for social justice. It examines mentors’ roles in initial teacher education in the lifelong learning sector (LLS) and how critical spaces can be opened up to promote a flow of mentor, trainee teacher, learner and community empowerment. Design/methodology...
Article
Learning in the teaching workplace is crucial for the development of all trainee teachers. Workplace learning is particularly important for trainee teachers in the lifelong learning sector (LLS) in the UK, the majority of whom are already working as teachers, tutors, trainers or lecturers while undertaking initial teacher education. However, litera...
Article
Full-text available
Recent reforms of initial teacher education (ITE) in the learning and skills sector (LSS) in England are standards based and emphasise subject specialism. The reforms are underpinned by objectivist epistemological assumptions which are incompatible with socio‐cultural theories of professional knowledge, and ignore the diverse teaching roles and con...
Article
Full-text available
The aim of the paper is to advance understanding of in-service learning and skills sector trainee teachers' learning and propose ways of improving their learning. A conceptual framework is developed by extending Billett's (International Journal of Educational Research 47:232-240, 2008) conceptualisation of workplace learning, as a relationally inte...
Article
Full-text available
Drawing on a mixed‐methods study of in‐service learning and skills sector (LSS) trainees, comprising beginning‐ and end‐of‐year surveys and six longitudinal case studies together with literature on trainees’ development in the LSS, schools and higher education sectors, conceptual and practice development continua are proposed. Conceptions become mo...
Article
Dramatic changes have occurred in the composition of the schools’ workforce in England over recent years to incorporate a much higher proportion of support staff. Consequently, policy‐makers and school leaders are now placing increasing emphasis on addressing the training and development needs of the whole workforce, rather than solely focusing on...

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Project (1)
Project
A collaborative writing project, drawing on consideration of models of professional learning to develop new approaches to supporting, researching and evaluating professional learning.