Julie is a Principal Lecturer in the Sheffield Institute of Education. She specialises in the design, development and evaluation of teacher professional learning programmes and has a leadership role within the Department of Education, Childhood and Inclusion (ECI) contributing to strategic business planning and market development. Julie provides academic and research leadership in teacher professional learning and knowledge exchange programmes.
Within this role she uses her research and practice to develop a range of innovative and sustainable approaches to teacher professional development. She currently teaches on the Institute Masters programme and on ITE courses.
Working in partnership with a wide range of regional, national and international partners, Julie is involved in designing new models of professional and academic recognition at Post Graduate level.
Previously, Julie led the development of a national programme of CPD on behalf of the National Network of Science Learning Centres and has directed major contemporary science curriculum development programmes. She taught science for 12 years in secondary schools in the UK.
Julie's current research is in understanding how teachers learn through collaborative, enquiry based models of professional development and in particular, through authentic Japanese Lesson Study.
Social Sciences and Arts
Masters in Education
Research and Development in Educational Contexts
Reflecting on Approaches to Teaching
Exploring a Specialism through Collaborative Enquiry
The Engaging Curriculum
Mind the Gap - Lesson Study in Higher Education (University of Manchester)
Implementing and Leading Lesson Study (Teacher Development Trust)
Research Based Pedagogical Tools in HE STEM (Indian Institute of Science Education and Research)
Teaching Enquiry with Mysteries Incorporated (TEMI), CPD Methodology and Framework on behalf of Europe Commission (FP7)
Wonderland - Where art and chemistry collide: (Sheffield University and the Helen Storey Foundation)
(2017). Professional Development in Education Best Article Award, 2016. Professional Development in Education, 43 (1), 156. http://doi.org/10.1080/19415257.2017.1258814
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
Peleg, R., Katchevich, D., Yayon, M., Mamlok-Naaman, R., Dittmar, J., McOwan, P., ... Eilks, I. (2015). TEACHING INQUIRY WITH MYSTERIES INCORPORATED. INTED2015: 9TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE, 1765-1770.
Bracewell, D., Jordan, J., Price, G., Olley, C., & Walker, J. (2017). RBPT Workshops in Mohali and Tezpur, 2017 Report of the Workshops at IISER, Mohali, and the University of Tezpur, January 2017. Sheffield Hallam University.
Perry, E., Jordan, J., Pountney, R., & Boylan, M. (2018). Professional development facilitators: theorising knowledge, skills and practice. Presented at: British Educational Research Association conference, Newcastle
Perry, E., & Jordan, J. (2010). Innovation in science-related continuing professional development programmes. Presented at: National Science Teachers Association annual conference, Philadelphia
Editorial Board: Science Teacher Education
Member of ASE, ESERA, TDT and the Chartered College of Teaching
World Association of Learning and Lesson Studies
Supervision of Masters Dissertation