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Professor Mark Boylan BSc, PGCE, PhD, SFHEA

Professor in Education


Summary

Mark is a Professor at the Sheffield Institute of Education, Sheffield Hallam University. Most of his current research focuses on evaluation of large scale professional development programmes and other policy initiatives, mainly in mathematics education and/or focused on teacher professional learning. A former secondary mathematics teacher and mathematics teacher educator, Mark is also a movement teacher and a holds a diploma in Sociodrama and Creative Action Methods.

About

Mark is a Professor at the Sheffield Institute of Education, Sheffield Hallam University. Most of his current research focuses on evaluation of large scale professional development programmes and other policy initiatives, mainly in mathematics education and/or focused on teacher professional learning. A former secondary mathematics teacher and mathematics teacher educator, Mark is also a movement teacher and a holds a diploma in Sociodrama and Creative Action Methods.

Mark currently leads the longitudinal evaluation of the Department for Education funded Shanghai teacher exchange, researching the promotion of mastery teaching methods in English Primary schools. In collaboration with Complicite Theatre company he co-leads a maths-drama curriculum and professional development project called the Embodied Mathematics Project. The latter is informed by a long standing research interest in social justice pedagogies in mathematics education.

He has a background in qualitative research but also has expertise in process and implementation evaluation and the design of mixed methods and quantitative studies. He supervises doctoral researchers in a wide range of areas and was previously Post Graduate Research Tutor for Education

Professor of Education. Practice, Innovation and Professional Learning Research Group Leader. Doctoral supervision and teaching

Mathematics education

Professional learning

Teacher education

Social justice pedagogies and critical teacher education

Ethics in education

Teaching

Department of Teacher Education

Social Sciences and Arts

PhD and EdD supervision and teaching

Research

2017-2020 Evaluation of Realistic Mathematics Education. EEF

2014-2017 Longitudinal evaluation for the England-China Maths Education Innovation Research Project (Shanghai teacher exchange), DfE

2016- 2017 The Embodying Mathematics: explore and test project, Paul Hamlyn Foundation -Education and Learning Through the Arts, Grantee - Complicite Theatre Company,

2015-2017 Embodying Mathematics - A Maths Drama Research Project, John Lyons charitable Trust, Grantee Complicite Theatre Company,

2014-17 Evaluation of ScratchMaths EEF 

Boylan, M. & Jay, T. (2016)  External evaluation of the 'Investigating the impact of a Realistic Mathematics Education approach on achievement and attitudes in Post-16 GCSE resit classes project Report. July 2016,

Boylan, M., Wolstenholme, C., Maxwell, B., Jay, T., Stevens, A., and Demack, S. (2016) Evaluation of the Mathematics Teacher Exchange: China-England interim report. London DfE.

Boylan, M., Demack, S., Willis, B., Stevens, A., Adams, G and Verrier, D. (2015) Multiplicative reasoning professional development programme:  Report. London:Dfe.

Boylan, M & Willis, B. (2015) Study of Computing At School Master Teachers' practice and impact. Sheffield: CEIR.

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

Boylan, M & McNamara, A. (2013). Primary Mathematics Host Schools Project Evaluation Sheffield: CEIR. https://www.ncetm.org.uk/files/16526168/SHU+Primary+Hosts+Project+Evaluation+report++Final.pdf

Boylan, M. (2012), Evaluation of the collaborative multiple placement model. Sheffield: SHU.

Coldwell, M., Boylan, M. Shipton, L. & Simkins, T (2010). Mathematics for a stronger society. Sheffield: Centre for Education and Inclusion Research.

Coldwell, M., Boylan, M. Shipton, L. & Simkins, T. (2010). Assessing the Impact of the National Centre for Excellence in the Teaching of Mathematics (NCETM) on Teachers and Learners. Sheffield: Centre for Education and Inclusion Research.

Boylan, M. & Hardy, T. (2010). Mathematics Development Programme for Teachers (Pilots) - External Evaluation for TDA: Final Report. Sheffield: Centre for Education and Inclusion Research.

Holland, M., Boylan, M., Hudson T., Hardy T., Barley R., Cripps C. (2009) A study of the TDA-funded subject knowledge provision in Mathematics, Physics and Chemistry Final Report for TDA. Sheffield: Centre for Educational and Inclusion Research.

Boylan, M. & Povey, H. (2007). Collaborative practice in developing ICT geometry pedagogy: Final report of the pathfinder project. NCETM.

Funders of Research, evaluation, consultancy and professional and curriculum development projects include the Department for Education, the National Centre for Excellence in the Teaching of Mathematics, The Further Mathematics Support Programme, the Education Endowment Foundation, Computing At School, Complicite Theatre Company, the Paul Hamlyn Foundation, Nuffield Foundation and the Welsh Assembly Government.

Publications

Journal articles

Boylan, M. (2021). Entanglement, evaluation and practice in a professional learning innovation. Professional Development in Education. http://doi.org/10.1080/19415257.2021.1879233

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

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

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

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

Boylan, M., & Demack, S. (2018). Innovation, evaluation design and typologies of professional learning. Educational Research, 60 (3), 336-356. http://doi.org/10.1080/00131881.2018.1493352

Boylan, M. (2018). Enabling adaptive system leadership: teachers leading professional development. Educational Management Administration & Leadership, 46 (1), 86-106. http://doi.org/10.1177/1741143216628531

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

Perry, E., & Boylan, M. (2017). Developing the developers : supporting and researching the learning of professional development facilitators. Professional development in education, 44 (2), 254-271. http://doi.org/10.1080/19415257.2017.1287767

Boylan, M. (2016). Ethical dimensions of mathematics education. Educational Studies in Mathematics, 92 (3), 395-409. http://doi.org/10.1007/s10649-015-9678-z

Boylan, M., & Woolsey, I. (2015). Teacher education for social justice : mapping identity spaces. Teaching and teacher education, 46, 62-71. http://doi.org/10.1016/j.tate.2014.10.007

Boylan, M. (2015). Emotionality and relationship in teaching mathematics: A praxis of embodiment and uncertainty. For the Learning of Mathematics, 35 (1), 41-42.

Boylan, M., Brown, L., Nolan, K., Braathe, H.J., Portaankorva-Koivisto, P., & Coles, A. (2015). Communications: Praxis in mathematics teacher education: Introduction to a series of short communications. For the Learning of Mathematics, 35 (1), 39.

Probst, H., Boylan, M., Nelson, P., & Martin, R.W. (2014). Early career resilience: interdisciplinary insights to support professional education of Radiation Therapists. Journal of Medical Imaging and Radiation Sciences, 45 (4), 390-398. http://doi.org/10.1016/j.jmir.2014.09.003

Boylan, M. (2013). Deepening system leadership : teachers leading from below. Educational Management Administration & Leadership, 44 (1), 57-72. http://doi.org/10.1177/1741143213501314

Boylan, M., & Smith, P. (2012). Tutor roles in collaborative group work. Student Engagement and Experience Journal, 1 (1), 1-13. http://doi.org/10.7190/seej.v1i1.34

Boylan, M. (2010). Ecologies of participation in school classrooms. Teaching and teacher education, 26 (1), 61-70. http://doi.org/10.1016/j.tate.2009.08.005

Boylan, M. (2010). 'It's getting me thinking and I'm an old cynic' : exploring the relational dynamics of mathematics teacher change. Journal of Mathematics Teacher Education, 13 (5), 383-395. http://doi.org/10.1007/s10857-010-9154-8

Boylan, M. (2009). Engaging with issues of emotionality in mathematics teacher education for social justice. Journal of mathematics teacher education, 12 (6), 427-443. http://doi.org/10.1007/s10857-009-9117-0

Conference papers

Boylan, M. (2016). National curriculum sub-levels: assessment practices as assemblage. Third Mathematics Education and Contemporary Theory conference. http://www.esri.mmu.ac.uk/mect3/index.php

Boylan, M., Coldwell, M., & Simkins, T. (2011). Complexity and leadership in teacher professional development : the case of the National Centre for Excellence in the Teaching of Mathematics. In British Educational Research Association Conference, London, IoE, 7 September 2011 - 10 September 2011.

Book chapters

Booth, J., Perry, E., & Boylan, M. (2019). Understanding teaching as a profession. In Scutt, C., & Harrison, S. (Eds.) Teacher CPD: International trends, opportunities and challenges. (pp. 35-41). https://chartered.college/international-teacher-cpd-report

Perry, E., Boylan, M., & Booth, J. (2019). Quality assurance in teacher professional development. In Scutt, C., & Harrison, S. (Eds.) Teacher CPD: International trends, opportunities and challenges. (pp. 86-93). https://chartered.college/international-teacher-cpd-report

Boylan, M., & Povey, H. (2013). Ability thinking. In Leslie, D., & Mendick, H. (Eds.) Debates in mathematics education. Routledge

Boylan, M., & Povey, H. (2012). Moving off track: mathematics teacher education for all attainment teaching. In Jacobsen, L.J., Mistele, J., & Sriraman, B. (Eds.) Mathematics teacher education in the public interest : equity and social justice. (pp. 117-158). Information Age Publishing

Boylan, M., & Povey, H. (2009). Telling stories about mathematics. In Black, L., Mendick, H., & Solomon, Y. (Eds.) Mathematical relationships in education : identities and participation. (pp. 47-57). Routledge

Povey, H., Burton, L., Angier, C., & Boylan, M. (2003). Learners as authors in the mathematics classroom. In Mathematics Education: Exploring the Culture of Learning. (pp. 43-56). http://doi.org/10.4324/9780203465394

Povey, H., & Burton, L. (1999). Learners as authors in the mathematics classroom. In Burton, L. (Ed.) Learning mathematics : from Hierarchies to Networks. (pp. 232-245). London: Routledge

Reports

Perry, E., Boylan, M., & Booth, J. (2019). Quality Assurance of Teachers’ Continuing Professional Development : Rapid Evidence Review. Wellcome Trust and Education Endowment Foundation. https://wellcome.ac.uk/reports/quality-assurance-teachers-continuing-professional-development

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., Wolstenholme, C., Reidy, J., & Reaney, S. (2018). ScratchMaths: evaluation report and executive summary. Education Endownment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/ScratchMaths.pdf

Boylan, M., & Reaney, S. (2018). The Embodied Mathematics Project: Report. Sheffield: Sheffield Institute of Education, Sheffield Hallam University.

Perry, E., Boylan, M., Booth, J., & Coldwell, M. (2017). Connecting research and teacher education : quality enhancement for ITE Partnerships. Cardiff: Welsh Government. http://learning.gov.wales/resources/browse-all/connecting-research-and-teacher-education/?lang=en

Boylan, M., Demack, S., Stevens, A., Coldwell, M., & Stiell, B. (2016). An Evaluation of the Further Mathematics Support Programme : Research Report. Sheffield Hallam University. http://furthermaths.org.uk/files/FMSP-Final-Main-Report-for-Publication.pdf

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

Boylan, M., & Willis, B. (2015). Independent study of computing at School Master Teacher programme. Sheffield Hallam University. http://www.computingatschool.org.uk/data/uploads/noe/cas-master-teacher-report-sheffield-hallam.pdf

Theses / Dissertations

Guest, I.F. (2018). Exploring teachers’ professional development with Twitter:A sociomaterial analysis. (Doctoral thesis). Supervised by Boylan, M. http://doi.org/10.7190/shu-thesis-00146

Harris-Evans, J.M. (2017). Love letters to services past: risk and outdoor education in youth work. (Doctoral thesis). Supervised by Boylan, M. http://doi.org/10.7190/shu-thesis-00051

Horobin, H.E. (2016). The meeting of cultured worlds: professional identification in Indian postgraduate physiotherapy students. (Doctoral thesis). Supervised by Boylan, M., & Madriaga, M.

Moreton, H.J. (2015). Headteacher inspectors: boundaries, identity and the potential for system leadership. (Doctoral thesis). Supervised by Simkins, T., & Boylan, M.

Chunlahawanit, N. (2015). Teacher perceptions of policy change in teaching Thai: an ethnographic study. (Doctoral thesis). Supervised by Owen, D., Garland, P., & Boylan, M.

Dunning, J.M. (2015). Professionalism : A study of English post-1992 university hospitality management academics. (Doctoral thesis). Supervised by Boylan, M., Merchant, G., & Garland, P.

Katsiada, E. (2015). Children under three in Greek day-care relationships with adults, peers and environment. (Doctoral thesis). Supervised by Garrick, R., O'Hara, M., Garland, I., Garland, P., & Boylan, M.

Orfanidou, D. (2014). Developing and evaluating research-informed instruction about energy in Cyprus high schools. (Doctoral thesis). Supervised by Leach, J., Boylan, M., & Scott, P.

Thorley, A.D.M. (2014). Girls and A level physics : identity and choices. (Doctoral thesis). Supervised by Povey, H., & Boylan, M.

Boylan, M.S. (2004). Questioning (in) school mathematics : lifeworlds and ecologies of practice. (Doctoral thesis). Supervised by Ashworth, P., Coldron, J., & Povey, H.

Truelove, L. (n.d.). Early years teacher status trainees' placement experiences: a creative interpretative phenomenological analysis. (Doctoral thesis). Supervised by Boylan, M.

Presentations

Perry, E., Booth, J., Boylan, M., & Adams, G. (2020). Professional change and resilience. Presented at: International Professional Development Association

Perry, E., & Boylan, M. (2019). The professional roles and knowledges of professional development leaders: an analytical model. Presented at: Harnessing Creativity in Changing Times: Risk, resilience and professional learning across the professions

Perry, E., Booth, J., & Boylan, M. (2019). Quality, quality assurance, and teacher professional development: what's at issue. Presented at: British Educational Research Association conference, Manchester

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., & Boylan, M. (2017). Analysing Professional Development Facilitators’ Purposes, Knowledge and Skills. Presented at: The Complexity of Professional and Inter-professional Learning, Cardiff

Perry, E., & Boylan, M. (2014). Extending the interconnected model of teacher professional growth to analyse professional development facilitators' learning. Presented at: Re-thinking Models of Professional Learning, Aston University, Birmingham, 2014

Other publications

Holland, M.R., Boylan, M., & Lowe, G. (2005). The development of the professional values and practice standard in the secondary graduate initial teacher training route in England. http://www.atee2005.nl/

Other activities

Member of UCET Research and International Committee


Postgraduate supervision

Nick Marshall, SHU: Learner Destinations at Post-16: The impact of learner outcomes and school experience (PhD, second supervisor).

Ian Guest, SHU: Professional development … in 140 characters? Twitter and teacher learning - process and progress (PhD, Faculty Bursary, , Director of Studies).

Helen Bywater, SHU: Professional development of facilitators of Interprofessional learning (EdD, , Director of Studies).

Ben Kirk, SHU: The impact of primary PD specialists on the quality of physical education (EdD, , second supervisor).

Sally Pearse, SHU: A study of the impact of the Thrive Approach on a reception class (EdD, , Director of Studies).

Rachel Stone, SHU: Critical reflection in Higher Education teaching (EdD, , second supervisor).

Jean Harris-Evans, SHU: A love letter to a vanishing profession: the value of risk in youth work (EdD, Director of Studies).

Lynne Truelove, SHU: Exploring ‘unfamiliar’ placement experiences of Early Years Teacher Status trainees: an IPA study (EdD, Second supervisor).

Narumon Chunlahawanit, SHU: Teacher perceptions of policy change in Teaching Thai: an ethnographic study, (PhD, 2016, Director of Studies).

Hazel Horobin, SHU: Exploring Indian physiotherapist’s professional identity as they experience UK post graduate study (EdD, 2016, Director of Studies).

Henry Moreton, SHU: Headteacher inspectors: boundaries, identity and the potential for system leadership (EdD, 2015, Director of Studies).

Eleni Katsiadi, SHU: Children under three in day-care: relationships with adults, peers and environment (PhD, 2015, Second supervisor).

John Dunning, SHU: Professionalism: A study of English post-1992 university hospitality management academics (EdD, 2015, Director of Studies).

Jo Lidster, SHU: Becoming tech-savvy: nurse academics experiences of using technologies within higher education (EdD, 2014, Director of Studies).

Deborah Thorley, SHU: Girls’ Physics Identity and Choices, (PhD, 2014, White Rose Scholarship, Director of Studies).

Dora Orfanidou: Developing and evaluating a research-informed instructional approach to teaching the concept of energy in Cyprus high schools (PhD, 2014, Second supervisor).


Media

Mark's background is in maths education and his research areas have included pupil engagement with mathematics, teacher subject knowledge and teacher professional development. Mathematics education, Mastery, Global influences on education, Professional learning

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