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Mark Boylan

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 Humanities

    PhD and EdD supervision and teaching

  • Research

    • Centre for Education and Inclusion 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

  • 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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