IOE - Faculty of Education and Society



Publications and resources by the Centre for Teachers and Teaching Research (CTTR).

Books | Book chaptersJournal articles | Resources | Other 


  • Keddie, A. and Mills, M. (2020). Autonomy, accountability and social justice: stories of English schooling. London: Routledge
  • Francis, B., Taylor, B. and Tereshchenko, A. (2019). Reassessing ‘ability’ grouping: Improving practice for equity and attainment. London: Routledge

Book chapters

  • te Riele, K., McGregor, G., Mills, M., Baroutsis, A. and Hayes, D. (in press) Learning from Alternative Schools to Enhance School Completion, Oxford Research Encyclopedia of Education
  • 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
  • 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
  • Gandolfi, H. E. (2019). História Global da Ciência: uma estratégia intercultural para o ensino de Natureza da Ciência. In: S. F. M. Figueiroa (ed.), História e Filosofia das Ciências da Natureza e da Matemática: ensino, pesquisa e formação de professores. Sao Paulo/Brazil: Hipótese. ISBN: 9786580428090. [book chapter: Global History of Science: an intercultural strategy for NOS teaching; book title: History and Philosophy of Natural Science and Mathematics: teaching, research and teacher education – in Portuguese] 
  • Mills M. (2019). Reimagining the Teacher and Teaching in an Era of Low Teacher Retention. In: Peters M., Heraud R. (eds) Encyclopedia of Educational Innovation. Springer, Singapore
  • Wood, A. (2019). ‘La Lezione di De Carlo’. In Giancarlo De Carlo: Il Progetto come Eredità, Monica Mazzolani and Antonio Troisi (eds). EuroMilano: Milan

Journal articles

  • 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. 
  • Gandolfi, H. E. and Freeman, J. (2020). An intercultural Nature of Science in Science classes? Innovate Journal, 5, 25-26. 
  • White, S., Down, B., Mills, M., Shore, S. and Woods, A. (2020). Strengthening a research-rich teaching profession: An Australian study, Teaching Education. DOI: 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: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:10.1177/0032258x19839275
  • 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:10.1002/berj.3530
  • Flynn, S. and Hardman, M. (2019). The Use of Interactive Fiction to Promote Conceptual Change in Science. Science  Education. DOI: 10.1007/s11191-019-00032-6 
  • 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:10.1080/01425692.2020.1763162
  • 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: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: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:10.1007/s10734-018-0355x
  • 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: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. 
  • 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:10.1080/23793406.2019.1584048
  • Towers, E., Taylor, B., Mazenod, A. and Tereshchenko, A. (2019). ‘“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:10.1080/03004279.2019.1569707


Guides for teachers

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:


  • Mills, M. (2019). Foreword to The Professional Practice of Teaching in New Zealand, Mary Hill and Martin Thrupp. Cengage.
  • Mills, M. (2019). Foreword to Young Adolescent Engagement in Learning: Supporting Students through Structure and Community, Jeanne Allen, Glenda McGregor, Donna Pendergast and Michelle Ronksley-Pavia, Palgrave, London. 
  • Mills, M. (2019). BERA Blog Towards an understanding of curricular justice: A provocation