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
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.
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).
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.