Boylan, M., Adams, G., Willis, B., Coldwell, M., & Demack, S. (2018). Theorising variation in engagement in professional and curriculum development: performativity, capital, systems and purpose. Review of Education, 6 (3), 360-407. https://onlinelibrary.wiley.com/journal/20496613
Adams, G. (2018). A narrative study of the experience of feedback on a professional doctorate: ‘A kind of flowing conversation’. Studies in Continuing Education. http://doi.org/10.1080/0158037X.2018.1526782
Taylor, C.A., Gannon, S., Adams, G., Donaghue, H., Hannam-Swain, S., Harris-Evans, J., ... Moore, P. (2019). Grim tales: Meetings, matterings and moments of silencing and frustration in everyday academic life. International Journal of Educational Research, 99, 101513. http://doi.org/10.1016/j.ijer.2019.101513
Povey, H., Boylan, M., & Adams, G. (2019). Regulated time and expansive time in primary school mathematics. Pedagogy, Culture and Society. http://doi.org/10.1080/14681366.2019.1692059
Taylor, C., & Adams, G. (2019). Reconceptualizing doctoral students’ journeyings: Possibilities for profound happiness? International Journal of Educational Research. http://doi.org/10.1016/j.ijer.2019.04.003
Gannon, S., Taylor, C., Adams, G., Donaghue, H., Hannan-Swain, S., Harris-Evans, J., ... Moore, P. (2019). ‘Working on a rocky shore’: Micro-moments of positive affect in academic work. Emotion, space and society. http://doi.org/10.1016/j.emospa.2019.04.002
Boylan, M., Adams, G., Coldwell, M., Willis, B., & Demack, S. (2018). Context and Implications Document for: Theorising variation in engagement in professional and curriculum development: Performativity, capital, systems and purpose. Review of Education, 6 (3), 408-410. http://doi.org/10.1002/rev3.3152
Povey, H., Adams, G., & Everley, R. (2017). “Its Influence Taints All”: Urban Math-ematics Teachers Resisting Performativity through Engagement with the Past. The Journal of Urban Mathematics Education, 10 (2), 52-65.
Povey, H., Adams, G., & Jackson, C. (2016). How making for a purpose in mathematics can provoke mathematical meaning making. Philosophy of Mathematics Education Journal, 31. http://socialsciences.exeter.ac.uk/education/research/centres/stem/publications/pmej/pome31/index.html
Povey, H., Adams, G., & Jackson, C. (2016). “It was all led by them”: opening up opportunities for making mathematics through a children’s exhibition. Proceedings of the British Society for Research into Learning Mathematics, 36 (1), 82-87. https://bsrlm.org.uk/publications/proceedings-of-day-conference/ip36-1/
Williams, L., Nixon, S., Hennessy, C., Mahon, E., & Adams, G. (2016). Inspiring to inspire: developing teaching in Higher Education. Cogent Education, 3, 1-12. http://doi.org/10.1080/2331186X.2016.1154259
Hennessy, C., Adams, G., Mahon, E., Nixon, S., Pratt, A., & Williams, L. (2014). Discovering inspiring teaching: immersive models of staff development. Quality Assurance in Education, 22 (3), 240-254. http://doi.org/10.1108/QAE-01-2013-0006
Adams, G. (2014). 'It doesn't have to be like this': Women mathematics teachers' experience of professional learning. Proceedings of the British Society for Research into Learning Mathematics, 34 (1), 1-6. http://www.bsrlm.org.uk/IPs/ip34-1/BSRLM-IP-34-1-01.pdf
Adams, G. (2013). Women teachers' experiences of learning mathematics. Research in Mathematics Education, 15 (1), 87-88. http://doi.org/10.1080/14794802.2013.763607
Starczewska, A., Hodkinson, A., & Adams, G. (2011). Conceptions of inclusion and inclusive education: a critical examination of the perspectives and practices of teachers in Poland. Journal of Research in Special Educational Needs, 12 (3), 162-169. http://doi.org/10.1111/j.1471-3802.2011.01209.x
Demissie, A., Povey, H., & Adams, G. (2019). What are the affordances and limitations of the Philosophy for Children (P4C) pedagogy for teaching and learning mathematics? In Curtis, F. (Ed.) Proceedings of the British Society for Research into Learning Mathematics, Open University, 19 March 2019.
Chronaki, A., Adams, G., Andrade, M., Bruno, G., Demissie, F., Marcone, R., ... Yolcu, A. (2019). Unfolding global/local policies, practices and/or hybrids in mathematics education worldwide: utopias, pleasures, pressures and conflicts. Proceedings of the Tenth International Mathematics Education and Society Conference. https://www.mescommunity.info/proceedings/MES10.pdf
Povey, H., Adams, G., Demissie, F., & Chronaki, A. (2019). Initial report from the project in citizenship and mathematics (PICAM): moral and political dilemmas. Proceedings of the Tenth International Mathematics Education and Society Conference. https://www.mescommunity.info/proceedings/MES10.pdf
Povey, H., & Adams, G. (2017). Thinking forward : using stories from the recent past in mathematics education in England. In Chronaki, A. (Ed.) Mathematics Education : Proceedings of 9th International Conference of Mathematics Education and Society (MES) Conference, Volos, Greece, April 2017, (pp. 803-811). Thessaly, Greece: International Conference of Mathematics Education and Society (MES): http://mes9.ece.uth.gr/portal/index.php/program-en/conferenceproceedings-en
Povey, H., Adams, G., & Everley, R. (2016). "Its influence taints all": mathematics teachers resisting performativity through engagement with the past. In 13th International Congress on Mathematical Education, Hamburg, 24 July 2016 - 2016.
Adams, G. (2012). Pushing the boundaries : Women teachers’ experiences of learning mathematics. Proceedings of the British Society for Research into Learning Mathematics, 32 (2), 5-10. http://www.bsrlm.org.uk/IPs/ip32-2/BSRLM-IP-32-2-01.pdf
Povey, H., Adams, G., & Jackson, C. (2018). Time for work: finding worth-while-ness in making mathematics. In Ernest, P. (Ed.) Philosophy of Mathematics Education Today. (pp. 343-352). Dordrecht: Springer: https://link.springer.com/chapter/10.1007%2F978-3-319-77760-3_22
Starczewska, A., Hodkinson, A., & Adams, G. (2013). Poland, Special education in. In Reynolds, C.R., Vannets, K.J., & Fletcher-Janzen, E. (Eds.) Encyclopedia of special education : reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals. John Wiley & Sons, Inc: http://doi.org/10.1002/9781118660584.ese1883
Demack, S., Reaney-Wood, S., Adams, G., Stiell, B., & Culliney, M. (2019). Participation and Attainment in A level Mathematics & FurtherMathematics.
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
Boylan, M., Demack, S., Willis, B., Stevens, A., Adams, G., & Verrier, D. (2015). Multiplicative reasoning professional development programme : evaluation. London: Department for Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/436832/RR406A_-_Multiplicative_Reasoning_Professional_Development_Programme.pdf
Donaghue, H., & Adams, G. (2021). Developing doctoral researcher identities through tutorial talk. Presented at: 7th International Conference on Professional and Practice-Based Doctorates
Perry, E., Booth, J., Boylan, M., & Adams, G. (2020). Professional change and resilience. Presented at: International Professional Development Association
Perry, E., Adams, G., & Burnett, C. (2018). Let it go! Learning through openness, space and play. Presented at: Festival of Social Science, Sheffield
Adams, G., & Povey, H. (2016). Workshop report: Using data from a history of Smile to overcome 'historic loneliness'. Presented at: BSRLM Day conference, Loughborough University, 2016