Boylan, M. (2021). Trauma informed practices in education and social justice: towards a critical orientation. International Journal of School Social Work, 6 (1). http://doi.org/10.4148/2161-4148.1071
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
Boylan, M., Adams, G., Perry, E., & Booth, J. (n.d.). Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review. Professional Development in Education.
Boylan, M., Truelove, L., Pearse, S., O’Brien, S., Sheehan, H., Cowell, T., & Long, E. (n.d.). Developing trauma-informed teacher education in England. London Review of Education, 21 (1). http://doi.org/10.14324/lre.21.1.29
Adams, G., Boylan, M., Chronaki, A., Otieno, H., & Wright, P. (2021). Mathematics teacher agency. In Kollosche, D. (Ed.) Mathematics Education and Society 11, University of Klagenfurt, Austria [online], 24 September 2021 - 29 September 2021 (pp. 95-98). Tredition: http://doi.org/10.5281/zenodo.5385359
Boylan, M., & Adams, G. (2019). Policy shifts in primary mathematics professional development in England: hybrid roles and system leadership. In Educating the educators III, Freiburg, Germany, 7 October 2019 - 8 October 2019 (pp. 70-72).
Boylan, M., & Adams, G. (2019). Paradox, market mirages and the statification of professional learning: the case of mathematics professional development in England [abstract only]. In British Educational Research Association Annual Conference, Manchester, UK, 10 September 2019 - 12 September 2019.
Adams, G., Boylan, M., & Maxwell, B. (2018). Primary mastery specialists: adaptive leadership of pedagogical and cultural change. Paper presented at symposium 'Professional development facilitators: theorising knowledge, skills and practice' [abstract only]. In British Educational Research Association Annual Conference 2018, Newcastle, UK, 11 September 2018 - 13 September 2018.
Povey, H., Adams, G., & Boylan, M. (2016). Making time to make meaning: an embodied approach to learning. In Y. Solomon (Chair), Making time for mathematics: the case for a slower-paced pedagogy. Symposium [abstract only]. In British Educational Research Association Annual Conference, Leeds, UK, 13 September 2016 - 15 September 2016.
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.
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., & Townsend, V. (2018). Understanding Mastery in Primary Mathematics. In Learning to Teach in the Primary School. (pp. 456-469). Routledge: http://doi.org/10.4324/9781315453736-41
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. (1999). Learners as authors in the mathematics classroom. In Burton, L. (Ed.) Learning mathematics : from Hierarchies to Networks. (pp. 232-245). London: Routledge
Allen, B. (n.d.). Mathematics Education. Routledge: http://doi.org/10.4324/9780203465394
Adams, G., & Boylan, M. (2023). Landscaping Mathematics Education Policy: Horizon scanning of international policy initiatives. The Royal Society. https://royalsociety.org/-/media/policy/projects/maths-futures/landscaping-international-mathematics-education-policy.pdf
Boylan, M., Adams, G., & Birkhead, A. (2023). Landscaping mathematics education policy: landscaping national mathematics education policy. The Royal Society. https://royalsociety.org/topics-policy/projects/mathematical-futures/
Culliney, M., Demack, S., Boylan, M., & Wolstenholme, C. (2022). Realistic maths education: evaluation report. Education Endowment Foundation. https://d2tic4wvo1iusb.cloudfront.net/documents/projects/Realistic-Maths-Education-FINAL.pdf?v=1669909277
Perry, E., Halliday, J., Booth, J., Wolstenholme, C., & Boylan, M. (2022). Researching professional development leaders: investigating support for ‘remote’ professional development leaders. Ogden Trust. https://www.ogdentrust.com/about-us/publications-and-research/researching-professional-development-leaders/
Perry, E., Booth, J., Boylan, M., Wolstenholme, C., Chedzey, K., & Cunningham, M. (2021). Quality assurance of teachers’ continuing professional development: design, development and pilot of a CPD quality assurance system - evaluation report. London, UK: Wellcome. https://chartered.college/wp-content/uploads/2021/04/Piloting-a-CPD-QA-system-Evaluation_April-2021.pdf
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.
Adams, G., & Boylan, M. (2022). Mathematics education policy: a horizon scan [Abstract only]. Presented at: BSRLM Autumn Day Conference 2022, Online, 2022
Perry, E., Booth, J., Boylan, M., & Adams, G. (2020). Professionalism and professional development: modelling a dynamic relationship [abstract only]. Presented at: IPDA International Virtual Conference 2020, Online conference, 2020
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
Boylan, M., Adams, G., & Willis, B. (2015). Professional learning as situated: Accounting for variation in engagement and outcomes in professional development. Presented at: International Association for Professional Development (IPDA) Conference, Aston University
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
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/