Publications

Contents

• Books
• Book chapters
• Journal articles
• Resources 
• Other 

Books

• Hardman, M., Nilsberth, M. & Puustinen, M. (in press). Bringing powerful knowledge into classrooms. Subject teachers as recontextualising agents. London UCL Press.
• Anand, K. (2023). Teaching India-Pakistan Relations: Exploring teachers’ voices. UCL Press.
• Mills, M., Mockler, N., Stacey, M., & Taylor, R. (Eds.) (2023). ‘The Village and the World’: Research with, for and by Teachers in an Age of Data. Abingdon: Routledge.
• Pollard, A., & Daly, C. (Eds) (2023). Reflective Teaching in Secondary Schools, 6th edition. London: Bloomsbury Academic.
• Anand, K., & Lall, M. (2022). Delhi’s Education Revolution. UCL Press.
• Brundrett, M., Beauchamp, G., Mistry, M., Murray, M., Taylor, B. & Wood, P. (Eds.) (2022). Contemporary Issues in Primary Education: Fifty Years of Education 3-13: International Journal of Primary, Elementary and Early Years Education. Abingdon: Routledge.
• Lall, M., & Anand, K. (2022). Bridging Neoliberalism and Hindu Nationalism: The Role of Education in Bringing about Contemporary India. Policy Press.
• De Winter, J. & Hardman, M. Eds. (2021). Teaching Secondary Physics, 3rd Edition. Hodder Education; The Association for Science Education.
• Davison, J. & Daly, C. (Eds.) (2020). Debates in English Teaching. Abingdon: Routledge.
• Davison, J. & Daly, C. (Eds.) (2019). Learning to Teach English in the Secondary School, 5th edition. Abingdon: Routledge.
• Francis, B., Taylor, B. & Tereshchenko, A. (2019). Reassessing ‘ability’ grouping: Improving practice for equity and attainment. London: Routledge.

Book chapters

• Taylor et. al. (in press). The Student Grouping Study: Complex interventions require integrated mixed methods. Chapter in Handbook of Mixed Methods Research in Education. K. Morrison & B.H. See (Eds.). Edward Elgar.
• Anand, K. (2025). Mother-tongue-based Education and Indian Teachers’ Views on Language Policy Reforms by the Bharatiya Janata Party. In Language Education, Politics and Technology in South Asia. Shaping Inclusive Societies, Identities and Futures. U. Pradhan & M. Gupta (Eds.), (pp. 68-70). Routledge.
• Burn, H. (2024). A Qualified Disaster: Allocating Student Grades During Covid-19. In M. Levinson, T. Geron, S. O’Brien and E. Reid (Eds.), Educational Equity in a Global Context: Cases and Conversations in Educational Ethics, (pp. 57-78). London: Bloomsbury Academic.
• Daly, C. (2023). The National Institute of Teaching and the claim for programme legitimacy. In V. Ellis, Teacher Education in Crisis, (pp.149-162). London: Bloomsbury.
• Daly C., & Brooks C. (2023). Developing further as a teacher. In S. Capel, M. Leask, S. Younie, L. Hidson, & J. Lawrence (Eds.), Learning to Teach in the Secondary School, 9th edition, (pp. 506-517). Abingdon: Routledge.
• Niaz, L., Anand, K., Panjwani, F., & Lall, M. (2023). Religion, Language and National Identity Construction in School Textbooks in South Asia–Bangladesh, India and Pakistan. The Bloomsbury Handbook of Schools and Religion, 95.
• Daly, C., Hardman, & Taylor, B. (2022). The Early Career Framework pilots: lessons learned. In T. Ovenden-Hope (Ed.), The Early Career Framework: origins, outcomes and opportunities (pp. 95-113). John Catt.
• Hardman, M., Taylor, B., and Daly, C. (2022). An Inquiry into Teacher Agency and Professional Development: The Introduction of the Early Career Framework in England. In Menter, I. & Mockler, N. (Eds.) The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan.
• Palombo, M. & Daly, C. (2022). Educative mentoring: a key to professional learning for geography teachers and mentors. In G. Healy, L. Hammond, S. Puttick, & N. Walshe (Eds.), Mentoring Geography Teachers in the Secondary School: A Practical Guide (pp. 208-223). Abingdon: Routledge.
• David, B. and Pillinger, C. (2020). Deaths after police contact involving people with mental health issues. In J. McDaniel, K. Moss, K. Pease (Eds.), Policing and Mental Health: Theory, Policy and Practice. Routledge.
• Daly, C., & Taylor, L. (2020). Teacher research in English classrooms: questions that are worth asking?. In J. Davison, & C. Daly (Eds.), Debates in English Teaching (pp. 145-157). Abingdon: Routledge.
• Mills, M., McGregor, G., Riddle, S. and Howell, A. (2020). Educational leadership and the challenge of engaging young people in meaningful learning. In J. Brooks and A. Heffernan, A. (Eds.) The school leadership survival guide: What to do when things go wrong, how to learn from mistakes, and why you should prepare for the worst.  Information Age Publishing Charlotte, NC.
• Daly, C., & Brooks, C. (2019). Developing as a professional. In S. Capel, M. Leask, & S. Younie (Eds.), Learning to Teach in the Secondary School (pp. 527-540). Abingdon: Routledge. (Outstanding Taylor & Francis Book Award Winner 2019 – Revised Text Book category).

Journal articles

• Hardman, M. (2025) Theorisations of Teacher Agency: in Relations, Ecologies and Immanent Events. Journal of Philosophy of Education, Article qhaf035, DOI: https://doi.org/10.1093/jopedu/qhaf035
• Burn, H., Fumagalli, L. and Rabe, B. (2024). Stereotyping and ethnicity gaps in teacher-assigned grades. Labour Economics, 89, 102577. DOI: https://doi.org/10.1016/j.labeco.2024.102577
• Khawaja, J., Bagley, C., & Taylor, B. (2024). Breaking the Silence: Critical discussion of a youth participatory action research project. JCPP Advances. DOI: https://doi.org/10.1002/jcv2.12283
• McCarthy, F. (2024). (Mis)recognising the symbolic violence of academically selective education in England: a critical application of Bourdieusian analysis to pupils’ lived experiences. Critical Studies in Education. DOI: https://doi.org/10.1080/17508487.2024.2409672
• Mills, M., Gandolfi, H., Taylor, B., Tereshchenko, A. & Hardman, M. (2024). Developing environments for research engagement in English schools: Re-professionalising teachers’ work. Teaching and Teacher Education, 154. DOI: https://doi.org/10.1016/j.tate.2024.104874
• Riordan, S. (2024). The translation of cultural capital theory to English secondary schools: knuggets, wild words and pipelines. British Journal of Sociology of Education. DOI: https://doi.org/10.1080/01425692.2024.2376592
• Severiens, S., & Daly, C. (2024). ‘We need to do more’: Preparing teachers for diverse classrooms in England. Equity in Education & Society. DOI: https://doi.org/10.1177/27526461241303173
• Tereshchenko, A., Kaur, B., Cara, O., Wiggins, A. and Pillinger, C. (2024): Racial microaggressions on the initial teacher education programmes: implications for minority ethnic teacher retention. Teachers and Teaching: theory and practice.
• Daly, C., Glegg, P., Stiasny, B., Hardman, M., Taylor, B., Pillinger, C. & Gandolfi, H. (2023). Mentors as instructional coaches for new teachers. Lessons learned from the Early Career Framework in England. International Journal of Mentoring and Coaching in Education, 12(4), 350-365
• Johnston, O., & Taylor, R. (2023). A systematic literature review of between-class ability grouping in Australia: Enduring tensions, new directions. Issues in Educational Research.
• Oberholzer, L. & Daly, C. (Eds.) (2023). Coaching and mentoring in teacher education. International Journal of Mentoring and Coaching in Education, 12(4). Special Issue, October 2023. https://doi.org/10.1108/IJMCE-12-2023-115
• Anand, K., & Lall, M. (2022). The debate between secularism and Hindu nationalism–how India’s textbooks have become the government’s medium for political communication. India Review, 21(1), 77-107.
• Anand, K., & Redclift, V. (2022). Experiences of British Bangladeshi Muslims in higher education institutions in the United Kingdom. Research in the social scientific study of religion, 32, 163-183.
• Anand, K., & Niaz, L. (2022). The Precarious State of Academic Freedom in Higher Education: The Case of India and Pakistan. Research in the Social Scientific Study of Religion, 281-98.
• Hodgen, J., Taylor, B., Francis, B., Craig, N., Bretscher, N., Tereshchenko, A. & Mazenod, A. (2022). The achievement gap: The impact of between‐class attainment grouping on pupil attainment and educational equity over time. British Educational Research Journal. DOI:10.1002/berj.3838
• McCarthy, F. (2022). Testing Times? Exploring how pupils reacted to 2020 Covid-19 GCSE and A Level exam cancellation. Teachers and Teaching: Theory and Practice. DOI:  https://www.tandfonline.com/doi/full/10.1080/13540602.2022.2098268
• Milton, E., Daly, C., Langdon, F., Palmer, M., Jones, K. and Davies, A. (2022). Can schools really provide the learning environment that new teachers need? Complexities and implications for professional learning in Wales. Professional Development in Education, 48(5) 878-891.
• Pillinger, C. & Vardy, E. (2022). The Story So Far: A Systematic Review of the Dialogic Reading Literature. Journal of Research in Reading. 45(4), 533-548. DOI:  http://doi.org/10.1111/1467-9817.12407
• Taylor, R. (2022). Attainment grouping and equity in English schools. Assessment and Development Matters.
• Taylor, B., Hodgen, J., Jacques, L., Tereshchenko, A., Cockerill, M., & Kwok, R. K. W. (2022). Access to mathematics learning for lower secondary students in England during school closures: implications for equity and quality. Teachers and Teaching, 1-15. DOI: http://doi.org/10.1080/13540602.2022.2062717
• Anand, K., & Lall, M. (2021). Teachers’ digital agency and pedagogy during the COVID-19 crisis in Delhi. NORRAG Special Issue, (6), 64-66.
• Clark-Wilson, A., Moeini, A., Anand, K., Blake, C., Cukurova, M., De Ossorno Garcia, S., … & Weatherby, K. (2021). Supporting small and medium-sized enterprises in the educational technology sector to become more research-minded: Introduction to a small collection. Research for All, 5(1), 5-15.
• Mills, M., Mockler, N., Stacey, M., & Taylor, B. (2021). ‘The village and the world’: research with, for and by teachers in an age of data. Teaching Education, 32(1), 1-6. DOI: http://doi.org/10.1080/10476210.2020.1868141
• Mills, M., Mockler, N., Stacey, M., & Taylor, R. (2021). Teachers’ orientations to educational research and data in England and Australia: implications for teacher professionalism. Teaching Education. DOI: http://doi.org/10.1080/10476210.2020.1843617
• Niaz, L., & Anand, K. (2021). University Spaces as Agents of National Belonging: Analysing the Visual Culture of Public Universities’ Campuses in India and Pakistan. Education Sciences, 11(11), 741.
• Riordan, J. P., Hardman, M., & Cumbers, D. (2021). Pedagogy Analysis Framework: a video-based tool for combining teacher, pupil & researcher perspectives. Research in Science & Technological Education, 41(3), 906–927. https://doi.org/10.1080/02635143.2021.1972960
• Taylor, R., Francis, R., Hodgen, J., & Tereshchenko, A. (2021). Attainment Grouping in Schools: Implications for Equity. Peking University Review, 19(2), 2-18.
• Vousden, J., Cunningham, A., Johnson, H., Waldron, S., Ammi, S., Pillinger, C., Savage, R. & Wood, C. (2021). Decoding and comprehension skills mediate the link between a small-group reading programme and English national literacy assessments. British Journal of Educational Psychology, 92(1)105-130. DOI: https://doi.org/10.1111/bjep.12441
• Critten, S., Holliman, A., Hughes, D., Wood, C., Cunnane, H., Pillinger, C. & Deacon, H. (2020) A longitudinal investigation of prosodic sensitivity and emergent literacy. Reading and Writing. 34, 371–389. DOI: https://doi.org/10.1007/s11145-020-10077-7
• Daly, C., Davidge-Smith, L., Williams, C. and Jones, C. (2020). Is there hope for action research in a ‘directed profession’? London Review of Education, 18 (3).
• Daly, C., James, J., Jones, C., Taylor, L., Wegener, K., & George, C. (2020). Developing professional identity and ethos through research and practice in Initial Teacher Education. The USW ITE Partnership approach. Wales Journal of Education, 22(1), 224-246.
• Daly, C., Milton, F. and Langdon, F. (2020). How do ecological perspectives help understand schools as sites for teacher learning? Professional Development in Education, 46(4), 652-663.
• Francis, B., Craig, N., Hodgen, J., Taylor, B., Tereshchenko, A., Connolly, P. and Archer, L. (2020). The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy. British Journal of Sociology of Education, 1-17. DOI: https://doi.org/10.1080/01425692.2020.1763162
• Gandolfi, H. E. (2020). “I didn’t know how that could come to this curriculum”: teacher’s growth through the development of materials about Nature of Science. Journal of Science Teacher Education, 1-21.
• Pillinger, C. (2020). Raising Readers Using Dialogic Reading Techniques. Journal of Innovate Teaching School Partnership, 8, 1-4.
• Taylor, B., Hodgen, J., Tereshchenko, A., & Gutiérrez, G. (2020). Attainment grouping in English secondary schools: A national survey of current practices. Research Papers in Education, 1-22. DOI: https://doi.org/10.1080/02671522.2020.1836517
• Towers, E., Taylor, B., Tereshchenko, A., & Mazenod, A. (2020). ‘The reality is complex’: teachers’ and school leaders’ accounts and justifications of grouping practices in the English key stage 2 classroom. Education 3-13. DOI: https://doi.org/10.1080/03004279.2019.1569707
• White, S., Down, B., Mills, M., Shore, S. and Woods, A. (2020). Strengthening a research-rich teaching profession: An Australian study, Teaching Education. DOI: https://doi.org/10.1080/10476210.2020.1737666
• Baker, D. and Pillinger, C. (2019). ‘If You call 911 they are going to kill me’: families’ experiences of mental health and deaths after police contact in the United States. Policing and Society, 1-14. DOI: https://doi.org/10.1080/10439463.2019.1581193
• Baker, D. and Pillinger, C. (2019). ‘These people are vulnerable, they aren’t criminals’: Mental health, the use of force and deaths after police contact in England. The Police Journal: Theory, Practice and Principles, 0032258X1983927. DOI: https://doi.org/10.1177/0032258x19839275
• Brooks, C., Daly, C., & Pachler, N. (Eds.) (2019). Teacher education: The road to teacher professionalism. London Review of Education 17.2. Special issue, July 2019.
• Connolly, P., Taylor, R., Francis, R., Archer, L., Hodgen, J., Mazenod, A. and Tereshchenko, A. (2019). The misallocation of students to academic sets in maths: A study of secondary schools in England. British Educational Research Journal, 45 (4), 873-897. DOI: https://doi.org/10.1002/berj.3530
• Flynn, S. and Hardman, M. (2019). The Use of Interactive Fiction to Promote Conceptual Change in Science. Science Education. DOI: https://doi.org/10.1007/s11191-019-00032-6
• Francis, B., Hodgen, J., Craig, N., Taylor, B., Archer, L., Mazenod, A., Tereshchenko, A. and Connolly, P. (2019). Teacher ‘quality’ and attainment grouping: the role of within-school teacher deployment in social and educational inequality, Teaching and Teacher Education: 77, 183-192.
• Gandolfi, H. E. (2019). In defence of non-epistemic aspects of nature of science: insights from an intercultural approach to History of Science. Cultural Studies of Science Education, 14, 557–567.
• Hardman, M.  (2019). Ghosts in the Curriculum-Reframing Concepts as Multiplicities. Journal of Philosophy of Education, DOI: https://doi.org/10.1111/1467-9752.12339
• Hetherington, L.; Hardman, M., Noakes, J. and Wegerif, R. (2019). Making the case for a Material-Dialogic approach to Science Education. Studies in Science Education, DOI: https://doi.org/10.1080/03057267.2019.1598036
• Mazenod, A., Hodgen, J., Francis, B., Taylor, B. and Tereshchenko, A. (2019). Students’ university aspirations and attainment grouping in secondary schools. Higher Education. DOI: https://doi.org/10.1007/s10734-018-0355x
• Langdon, F., Daly, C., Milton, E., Jones, K., & Palmer, M. (2019). Challenges for principled induction and mentoring of new teachers: lessons from New Zealand and Wales. London Review of Education, 17(2), 249-264. DOI: https://doi.org/10.18546/lre.17.2.14
• Mills, M. and Hextall, I. (2019). The co-operative schools movement in England: who, where and why, International Journal of Inclusive Education, 23:11, 1116-1133, DOI: https://doi.org/10.1080/13603116.2019.1629162
• Mills, M., Howell, A., Lynch, D. and Dungan, J. (2019). Approaches to improving school attendance: Insights from Australian principals, Leadership and Policy in Schools.
• Penikett, J., Daly, C., & Milton, E. (2019). A study of mentors in Wales ‘coming to closure. Professional Development in Education, 45(3), 405-417.
• Tereshchenko, A., Bradbury, A. and Archer, L. (2019). Eastern European migrants’ experiences of racism in English schools: positions of marginal whiteness and linguistic otherness. Whiteness and Education, DOI: https://doi.org/10.1080/23793406.2019.1584048

Resources 

Guides for teachers and teacher educators

Following on from the CTTR evaluation of three pilot programmes of the Early Career Framework, the research team have developed the following guides to support schools, mentors and new teachers.

The guidance is applicable to all school contexts and is not specific to particular programmes of support:

• The Early Career Framework – A Guide for Implementation
• The Early Career Framework – A Guide for School Leaders and Induction Leads
• The Early Career Framework – A Guide for Mentors and Early Career Teachers

Other publications – media articles, briefing papers, forewords and summary reports

2025

• Policy must look beyond teachers to solve the workforce crisis. (2025). Schools Week. Caroline Daly.
• What next for Initial Teacher Education and Training? (2025). Daly, C., Hollis, E., Anderson, J., Ford, K., Garton, P., Hardman, M. & Taylor, B. Initial Teacher Education and Training Innovation Network, Briefing Paper 1. UCL Centre for Teachers and Teaching Research & National Association of School-Based Teacher Trainers. London.
• What are the priorities for change in Initial Teacher Education and Training? (2025). Daly, C., Hollis, E., Anderson, J., Ford, K., Garton, P., Hardman, M. & Taylor, B. et. al. Initial Teacher Education and Training Innovation Network, Briefing Paper 2. UCL Centre for Teachers and Teaching Research & National Association of School-Based Teacher Trainers. London.
• IFF Research and IOE, UCL’s Faculty of Education and Society. (2025). Working lives of teachers and leaders: Qualitative insight into teacher and leader workload June 2025. London: Department for Education. (CTTR contributors: Becky Taylor and Claire Pillinger).
• Pillinger, C. (in press). Psychology of Education Section Conference Winner and Winner Reflections on the Conference. The Psychology of Education Review.
• Taylor, R., Conn, C., Brychan, A., Siôn ap Gruffudd, G., Thomas, L., & Jones, I. (2025). Astudiaeth gwmpasu ar gyfer ymarfer addysgu cyrhaeddiad cymysg mewn ysgolion yng Nghymru. Welsh Government. Retrieved from https://www.llyw.cymru/astudiaeth-gwmpasu-ar-gyfer-ymarfer-addysgu-cyrhaeddiad-cymysg-mewn-ysgolion-yng-nghymru-adroddiad
• Taylor, R., Conn, C., Brychan, A., Siôn ap Gruffudd, G., Thomas, L., & Jones, I. (2025). Scoping study for mixed attainment teaching practice in schools in Wales. Retrieved from https://www.gov.wales/scoping-study-mixed-attainment-teaching-practice-schools-wales-report

2024

• Anders, J., Hodgen, J., Taylor, R., & Bretscher, N. (2024). The Student Grouping Study: Statistical Analysis Plan. London: Education Endowment Foundation. Retrieved from https://d2tic4wvo1iusb.cloudfront.net/production/documents/projects/student_grouping_study_-_statistical_analysis_plan.pdf?v=1724066408
• How do we prepare the teaching workforce that we need? (2024). Daly, C., Hardman, M., Taylor, Riordan, S. & Pillinger, C. UCL Centre for Teachers and Teaching Research Briefing Paper 1. London.
• Hodgen, J., Taylor, R., Anders, J., Tereshchenko, A., & Jacques, L. (2024). The Student Grouping Study: Evaluation Study Plan. London: Education Endowment Foundation. Retrieved from https://d2tic4wvo1iusb.cloudfront.net/production/documents/projects/student_grouping_study_-_study_plan_2024.pdf?v=1724066408
• Khawaja, J., Bagley, C., & Taylor, B. (2024) Breaking the Silence: critical discussion of a Youth Participatory Action Research project” JCPP Advances.
• McCarthy, F. (2024) Engaging with pupils in grammar schools in IOE Impact Stories 2024: Developing a new cohort of researchers.
• Schools are using research to try to improve children’s learning – but it’s not working. (2024) The Conversation. Sal Riordan.
• Taylor, R., Hardman, M., & Riordan, S. (2024). Grassroots efficacy trial: evaluation of an anti-conflict intervention by cluster randomised controlled trial: Evaluation protocol. Youth Endowment Fund. Retrieved from https://youthendowmentfund.org.uk/wp-content/uploads/2024/01/Grassroots-efficacy-trial-protocol-Jan-2024.pdf
• Wilkinson, G.; Hardman, M.; Sims, S.; Taylor, B.; Pillinger, C. & Mulcahy, M. (2024). KEEP Teaching Evaluation Report: Testing a school support package aimed at Keeping Every Early-career Physicist Teaching.

2023

• Adams, L., Coburn-Crane, S., Sanders-Earley, A., Keeble, R., Harris, H., Taylor, J., & Taylor, R. (2023). Working lives of teachers and leaders – wave 1: Research report (RR1321). London: Department for Education.
• Hodgen, J., Bretscher, N., Hardman, M., Anders, J., Lawson, H. (2023). SMART Spaces: Spaced Learning Revision Programme - Evaluation Report. (Education Endowment Foundation (EEF)). Department for Education: London, UK.
• Hodgen, J., Hardman, M., Bretscher, N., Gandolfi, H., Lawson, H., Anders, J. (2023). SMART Spaces: Chemistry Teaching - Pilot report. (Education Endowment Foundation (EEF)). Department for Education: London, UK
• Taylor, R., & Hardman, M. (2023). Grassroots pilot evaluation: evaluation protocol. Youth Endowment Fund. Retrieved from https://youthendowmentfund.org.uk/wp-content/uploads/2023/10/Grassroots-pilot-study-plan-October-2023.pdf
• Taylor, R., Hardman, M., Riordan, S., Abbott, N., Wong, K., Hodgen, J., & Showunmi, V. (2023). Grassroots pilot evaluation: Evaluation protocol. Youth Endowment Fund. Retrieved from https://youthendowmentfund.org.uk/wp-content/uploads/2023/10/Grassroots-pilot-study-plan-October-2023.pdf
• Taylor, R., Hardman, M., Riordan, S., & Moss, G. (2023). Literature review on teacher quality in disadvantaged schools: Protocol for a rapid evidence assessment. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/teacher-quality-recruitment-and-retention
• Taylor, R., Hardman, M., Riordan, S., Pillinger, C., & Moss, G. (2023). Teacher quality, recruitment, and retention: Rapid Evidence Assessment. London: Education Endowment Foundation.

2022

• McCarthy, F. (2022). Listening to the silenced majority. Comprehensive Future blog post October 2022.

2021

• A new Institute of Teaching? ‘Flagship’ teacher education is already here. (2021). IOE Blog. Caroline Daly.
• Expertise in being a generalist is not what student teachers need. (2021). IOE Blog. Caroline Daly.
• This is no time for a mass experiment on teacher education (2021). IOE Blog. Caroline Daly.
• What does it mean to teach a subject? Not what the ITT Market Review suggests. (2021). IOE Blog. Mark Hardman. 
  McCarthy, F. & Spicksley, K. (2021). Remote, distant but connected: Using walking and talking as PhD researchers during Covid-19, BERA Blog.
• Taylor, B., Mills, M., Elwick, A., Pillinger, C., Gronland, G., Hayward, J., … Panjwani, F. (2021). Addressing Extremism Through the Classroom. A Research Report from the Centre for Teachers & Teaching Research. London, UK: UCL Institute of Education. https://www.ucl.ac.uk/ioe/departments-and-centres/centres/centre-teachers-and-teaching-research

2020

• Greer, J. & Daly, C. (2020). Professionally acceptable workload. Learning to act differently towards effective change. Impact, 9, 15-18.
• Early Career Framework: How can we make sure new teachers get the best possible support? (2020). IOE Blog. Mark Hardman.
• Hardman, M., Taylor, B., Daly, C., Glegg, P., Stiasny, B., Pillinger, C. & Gandolfi, H. (2020). Early Career Teacher Support Pilot Report. London: Education Endowment Foundation.
• Mulholland, M., Greer, J. & Daly, C. (2020). Why schools should continue to provide placements for trainee teachers? CollectivED Working Papers.

2019

• Langdon, F., Daly, C., Milton, E., Jones, K., & Palmer, M. (2019). Principled induction and mentoring of new teachers. In C. Scutt and S. Harrison (Eds.) Teacher CPD: International Trends, Opportunities and Challenges (pp. 106-111). Summary report. London: Chartered College of Teaching.
• Mills, M. (2019). Towards an understanding of curricular justice: A provocation. BERA Blog.

Contact us 

Centre for Teachers and Teaching Research (CTTR)
Department of Curriculum, Pedagogy and Assessment
UCL Institute of Education
University College London
20 Bedford Way
London WC1H 0AL