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Dr Bronwen Maxwell BSc, PGCE, MEd, PhD

Head of Commissioned Research and Deputy Head of Centre for Research and Knowledge Exchange


Summary

Bronwen leads the substantial portfolio of commissioned research undertaken by staff across the Sheffield Institute of Education and has extensive experience of directing large-scale national and regional research and evaluation projects, and in leading, managing and supporting research and teaching staff. She specialises in mixed methods designs, impact and implementation evaluations and theory-based approaches to evaluation and supports leaders and teachers undertaking practice setting-led research and development. Research, publications, teaching and supervision is focused on: policy and practice impact and implementation; teacher professional learning, development, knowledge and well-being; and school-led research and development and evidence-informed teaching.

About

Bronwen leads the substantial portfolio of commissioned research undertaken by staff across the Sheffield Institute of Education. This research is commissioned by a range of national and regional organisations, including the Departments for Education and Business, Innovation and Skills; the Educational Endowment Foundation, other governmental organisations and voluntary and charitable bodies. Commissioned research activity in the Sheffield Institute of Education spans: inclusion, diversity and social justice; practice, innovation and professional learning; language and literacy education; mathematics education; science education; early years and childhood; and higher education. In addition, Bronwen is the Deputy Head of the newly formed Centre for Research and Knowledge Exchange at the Sheffield Institute of Education.

Bronwen has extensive experience of directing large-scale national and regional research and evaluation projects, and in leading, managing and supporting research and teaching staff. She specialises in mixed methods designs, impact and implementation evaluations and theory-based approaches to evaluation. Current teaching and supervision includes PhD, EdD and Masters in Education programmes, as well as leading training for, leaders and teacher undertaking school-led research and development. Previously Bronwen led a large Professional Development Masters in Education Programme.

Research, teaching and publications focus on three key areas

  • Policy and practice impact and implementation - including directing large-scale randomised controlled trials and implementation evaluations
  • Teacher professional learning, development, knowledge and well-being in all educational phases
  • School-led research and development and evidence-informed teaching

Many research and evaluation projects have been undertaken collaboratively with other universities including the Institute of Education, University of London, Durham University, University of Brighton and Queen's University, Belfast.

Policy and practice impact and implementation evaluation; Professional learning, development, knowledge and well-being; School-led research and evidence-informed practice.

Teaching

Social Sciences and Arts

Doctorate in Education (PhDs and EdDs)

Masters in Education

Research methodologies and methods.

Research

Evaluation of the EEF scale-up campaign for Teaching Assistants (2015-2018) for the Education Endowment Foundation. Lead Director: Implementation Evaluation. Process.

Evaluation of evidence-based teaching (2014-2016) for DfE with colleagues from UCL: Institute of Education and University of Durham : Qualitative strand lead.

Research into the development of subject specific modules for FE STEM teachers (2014-2016) for the Gatsby Charitable Foundation. Principal Investigator

Longitudinal evaluation for the China-England Teacher exchange (Mastery in mathematics) (2014-2018) for DfE . Co-Director leading on Qualitative strand.

Teacher wellbeing - Re-analysis of data from two large scale national projects of early career teachers. Co-Principal Investigator with Professor Andrew Hobson, University of Brighton.

Hobson, A.J., Maxwell, B., Stevens, A., Doyle, K. & Malderez, A. (2015) Mentoring and coaching for teachers in the Further Education and Skills Sector in England: full report. London: Gatsby Charitable Foundation. Available at: https://www.gatsby.org.uk/uploads/education/reports/pdf/mentoring-full-report.pdf
Summary at https://www.gatsby.org.uk/uploads/education/reports/pdf/mentoring-and-coaching-in-fe.pdf

Maxwell, B., Greany, T., with Aspinwall, K., Handscomb, G., Seleznyov, S and Simkins, T. (2015), Approaches to research and development for 'great pedagogy' and 'great CPD' in teaching school alliances. Research Report.. National College of Teaching and Leadership. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/406283/Approaches_to_research_and_development_for_great_pedagogy_and_CPD_in_TSAs.pdf

Maxwell, B., Burnett, C. Reidy, J. and Willis, B. (2015) Evaluation of the Oracy Curiculum, Culture and Assessment Toolkit: Evaluation report and executive summary. Education Endowment Foundation. Available at: https://educationendowmentfoundation.org.uk/uploads/pdf/School_21.pdf

Coldwell, M, Gregory,M., Maxwell, B. Ramchandani, G and Peter Taylor (2015) Impact of National College Grants: final report Department for Education

Coldwell, M., Ramchandani, G, Stevens, A. Boylan, M. and Maxwell, B. (2015) Evaluation of the mathematics CPD support programme (2012-2014) managed by the NCETM for the Department for Education: Final Report. Department for Education.

Maxwell, B., Connolly, P., Demack, S., O'Hare, L., Stevens, A and Clague, L. (2014) Evaluation of the Summer Active Reading Programme Education Endowment Foundation available at https://educationendowmentfoundation.org.uk/projects/summer-active-reading-programme/

Maxwell, B., Connolly, P., Demack, S., O'Hare, L., Stevens, A and Clague, L. (2014) Evaluation of the TextNow Transition Programme Education Endowment Foundation available at https://educationendowmentfoundation.org.uk/projects/textnow/

Maxwell, B., Hodge, N., McCaig, C. and Steill, B. (2012) Evaluation of the Family of Schools Exceptional Needs Pilot Project Sheffield City Council

Coldwell M, Maxwell B, McCaig C, Davies J and Stevens A (2011) NQT Quality Improvement Study for the Training and Development Agency for Schools Synthesised key findings from all five stages of the NQT Quality Improvement Study (PDF, 641.7KB)

Collaborators: UCL: Institute of Education, University of Durham, Institute of Fiscal Studies, and Queens University, Belfast.
Sponsors: Department for Education; Educational Endowment Foundation; Gatsby Charitable Foundation; National College for Teaching and Leadership; Sheffield Council.

Publications

Journal articles

Crawford, M., Maxwell, B., Coldron, J., & Simkins, T. (2020). Local authorities as actors in the emerging “school-led” system in England. Educational Review. http://doi.org/10.1080/00131911.2020.1739625

Boylan, M., Maxwell, B., Wolstenholme, C., Jay, T., & Demack, S. (2018). The mathematics teacher exchange and 'mastery' in England: The evidence for the efficacy of component practices. Education sciences, 8 (4), 202. http://doi.org/10.3390/educsci8040202

Coldwell, M., & Maxwell, B. (2018). Context and Implications Document for: Using evidence-informed logic models to bridge methods in educational evaluation. Review of Education, 6 (3), 301-302. http://doi.org/10.1002/rev3.3153

Coldwell, M., & Maxwell, B. (2018). Using evidence-informed logic models to bridge methods in educational evaluation. Review of Education, 6 (3), 267-300.

Ovenden-Hope, T., Blandford, S., Cain, T., & Maxwell, B. (2018). RETAIN early career teacher retention programme: evaluating the role of research informed continuing professional development for a high quality, sustainable 21st century teaching profession. Journal of Education for Teaching, 44 (5), 590-607. http://doi.org/10.1080/02607476.2018.1516349

Simkins, T., Coldron, J., Crawford, M., & Maxwell, B. (2018). Emerging schooling landscapes in England: how primary system leaders are responding to new school groupings. Educational Management Administration & Leadership. http://doi.org/10.1177/1741143217751079

Greany, T., & Maxwell, B. (2017). Evidence-informed innovation in schools : aligningcollaborative research and development with highquality professional learning for teachers. International Journal of Innovation in Education, 4 (2/3), 147-170. http://doi.org/10.1504/IJIIE.2017.088095

Boylan, M., Coldwell, M., Maxwell, B., & Jordan, J. (2017). Rethinking models of professional learning as tools: a conceptual analysis to inform research and practice. Professional development in education. http://doi.org/10.1080/19415257.2017.1306789

Hobson, A., & Maxwell, B. (2017). Supporting and inhibiting the well-being of early career secondary school teachers: extending self-determination theory. British Educational Research Journal, 43 (1), 168-191. http://doi.org/10.1002/berj.3261

Duckworth, V., & Maxwell, B. (2015). Extending the mentor role in initial teacher education : embracing social justice. International Journal of Mentoring and Coaching in Education, 4 (1), 4-20. http://doi.org/10.1108/IJMCE-08-2014-0032

Maxwell, B. (2014). Improving workplace learning of lifelong learning sector trainee teachers in the UK. Journal of Further and Higher Education, 38 (3), 377-399. http://doi.org/10.1080/0309877X.2013.831036

Maxwell, B. (2010). In-service Initial Teacher Education in the Learning and Skills Sector in England: Integrating Course and Workplace Learning. Vocations and Learning, 3 (3), 185-202. http://doi.org/10.1007/s12186-010-9045-2

Maxwell, B. (2010). Teacher knowledge and initial teacher education in the English learning and skills sector. Teaching Education, 21 (4), 335-348. http://doi.org/10.1080/10476210.2010.522232

Maxwell, B. (2009). Becoming a teacher: conceptual and practice development in the learning and skills sector. Research in Post-Compulsory Education, 14 (4), 459-478. http://doi.org/10.1080/13596740903361008

Simkins, T.J., Maxwell, B., & Aspinwall, K.A. (2009). Developing the whole-school workforce in England: building cultures of engagement. Professional development in education, 35 (3), 433. http://doi.org/10.1080/19415250902885102

Conference papers

Maxwell, B., & Simkins, T. (2011). School strategies for the professional development and support of early career teachers. In BERA Annual Conference 2011 - Early career teacher symposium (NQTQIS project), Institute of Education, London, 6 September 2011 - 8 September 2011.

Coldwell, M., Maxwell, B., & McCaig, C. (2010). Cultures of career development: senior leaders' and early career teachers' views of career. In BERA Annual Conference September 2010, Unviersity of Warwick, 1 September 2010 (pp. 1-20).

Maxwell, B., Simkins, T., & Coldwell, M. (2009). Possibilities of partnerships as sites for learning: Leadership development in English 14-19 consortia. In BERA Annual Conference 2009, University of Manchester, 2 September 2009 - 5 September 2009.

Maxwell, B., & Finlayson, H. (2007). The positive impacts of interactive whiteboards on student learning outcomes in FE colleges, and the conditions under which outcomes can be maximised. In BERA Annual Conference 2007, Institute of Education, London, 5 September 2007 - 8 September 2007.

Book chapters

Ovenden-Hope, T., Blandford, S., Cain, T., & Maxwell, B. (2020). RETAIN: A research-informed model of continuing professional development for early career teacher retention. In Exploring Teacher Recruitment and Retention: Contextual Challenges from International Perspectives. (pp. 59-72).

Reports

Maxwell, B., Willis, B., Culliney, M., Coldwell, M., Demack, S., Goepel, J., & Stevens, A. (2019). Formative evaluation of the South & West Yorkshire teaching assistants scale-up campaign. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Campaigns/SW_Yorks_TA_final_report_final.pdf

Maxwell, B., Willis, B., Culliney, M., Coldwell, M., & Reaney, S. (2019). Formative evaluation of the Lincolnshire teaching assistants scale-up campaign. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Campaigns/Teaching_Assistant_campaign_Lincs_final.pdf

Maxwell, B., Coldwell, M., Willis, B., & Culliney, M. (2019). Teaching assistants regional scale-up campaigns: Lessons learned. Educational Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Campaigns/TA_scale_up_lessons_learned.pdf

Boylan, M., Wolstenholme, C., Maxwell, B., Demack, S., Jay, T., Reaney, S., & Adams, G. (2019). Longitudinal evaluation of the Mathematics Teacher Exchange: China-England - Final Report. Department for Education. https://www.gov.uk/government/publications/evaluation-of-the-maths-teacher-exchange-china-and-england

Maxwell, B., Clague, L., Byrne, E., Culliney, M., Coldwell, M., Hobson, A., & Glentworth, A. (2018). Retain: CPD for Early Career Teachers of KS1Pilot report and executive summary. https://educationendowmentfoundation.org.uk: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Retain.pdf

Coldwell, M., Greany, T., Higgins, S., Brown, C., Maxwell, B., Stiell, B., ... Burns, H. (2017). Evidence-informed teaching: an evaluation of progress in England. Research Report. London, UK: Department for Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/625007/Evidence-informed_teaching_-_an_evaluation_of_progress_in_England.pdf

Coldwell, M., Gregory, M., Maxwell, B., Ramchandani, G., & Taylor, P. (2015). The Impact of National College Grants Evaluation. National College for Teaching and Leadership. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/438041/Impact_of_National_College_grants_evaluation.pdf

Maxwell, B., Burnett, C., Reidy, J., Willis, B., & Demack, S. (2015). Oracy curriculum, culture and assessment toolkit. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/projects/school21-and-cambridge-university/

Maxwell, B., Greany, T., Aspinwall, K., Handscomb, G., Seleznyov, S., & Simkins, T. (2015). Approaches to research & development for ‘great pedagogy’ and ‘great CPD’ in teaching school alliances : teaching schools R&D network national themes project 2012-14. London: Department for Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/406283/Approaches_to_research_and_development_for_great_pedagogy_and_CPD_in_TSAs.pdf

Hobson, A., Maxwell, B., Stevens, A., Doyle, K., & Malderez, A. (2015). Mentoring and coaching for teachers in the further education and skills sector in England. London: Gatsby Charitable Foundation. http://www.gatsby.org.uk/uploads/education/reports/pdf/mentoring-and-coaching-in-fe.pdf

Maxwell, B., Connolly, P., Demack, S., O'Hare, L., Stevens, A., Clague, L., & Stiell, B. (2014). Summer Active Reading Programme : evaluation report and executive summary. London, UK: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/uploads/pdf/EEF_Evaluation_Report_-_Summer_Active_Reading_Programme_-_October_2014.pdf

Maxwell, B., Connolly, P., Demack, S., O'Hare, L., Stevens, A., Clague, L., & Stiell, B. (2014). TextNow Transition Programme : evaluation report and executive summary. London: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/uploads/pdf/EEF_Evaluation_Report_-_TextNow_Transition_-_October_2014.pdf

Coldwell, M., Maxwell, B., McCaig, C., & Stevens, A. (2011). NQT Quality Improvement Study for the Training andDevelopment Agency for Schools : Synthesised key findings from all five stages of the NQT Quality Improvement Study. Sheffield Hallam University for the Training and Development Agency for Schools.

Theses / Dissertations

Hodgson, R.A. (2017). New lecturers' journeys : the formation of 'the academic' in Higher Education. (Doctoral thesis). Supervised by Maxwell, B. http://doi.org/10.7190/shu-thesis-00050

Holmes, S. (2017). A field analysis of a 14-19 educational partnership. (Doctoral thesis). Supervised by Maxwell, B., Morrison, A., & Garland, P.

Hargis, J.M. (2015). Post-14 local educational partnership leaders : A study of characteristics and role perceptions. (Doctoral thesis). Supervised by Maxwell, B.

Panter, D. (2012). Professional eclipse: Achieving and maintaining mastery of multiple communities of practice. (Doctoral thesis). Supervised by Coldron, J., & Maxwell, B.

Other activities

External examiner: doctoral theses

Postgraduate supervision

Post-14 Local Educational Partnership Leaders: A study of characteristics and role perceptions
A Field Analysis of a 14-19 Educational Partnership
How teacher preparation courses in Higher Education shape thinking and practice: discourses of professionalization, regulation, and excellence
Theory and practice in initial teacher education
Autism Pedagogy and Pupil Outcomes: Communicating the Autistic Pupil Voice

Professional Eclipse – Achieving and maintaining mastery of multiple Communities of Practice

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