I am a Professor of Education and Head of the Centre for Development and Research in Education in the Sheffield Institute of Education. As a researcher with over 20 years' experience, my focus is on evaluation methodology, education policy evaluation and teacher professional learning and careers. I have led over 40 evaluation and research studies with a combined value of over £3.5m for a range of clients and funders including government departments, charitable trusts and policy organisations, leading to over 70 reports, several hundred presentations and over 30 academic publications. I also act as expert adviser to several of these organisations.
I am a Professor of Education and Head of the Centre for Development and Research in Education in the Sheffield Institute of Education. As a researcher with over 20 years' experience, I have led over 40 evaluation and research studies with a combined value of over £3.5m for a range of clients and funders including government departments, charitable trusts and policy organisations, leading to over 70 reports, several hundred presentations and over 30 academic publications.
I collaborate with colleagues from organisations including NFER; UCL Institute of Education; Durham and York Universities and Institute for Fiscal Studies. My work has influenced the policy of organisations including the Department for Education; National Centre for Excellence in the Teaching of Mathematics; National College for Teaching and Leadership (and its two predecessors) and The Science Learning Centres Network.
I currently advise the SHINE Trust on its evaluation strategy, and act as external adviser on the EEF parental engagement round and the multi-million pound Opportunity Areas evaluation for the Department for Education.
Specialist areas of interest
Education Policy, Professional Development and Teacher Careers, Evaluation Methodology
Social Sciences and Arts
- Ed D
- One off lectures on MA and UG T Ed courses
My research programme focuses on policy evaluation, and school workforce/professional development, most recently with a focus on Evidence-engaged practice in schools. I currently lead two Education Endowment Foundation (EEF) evaluations: Integrating English and REACH, and I also co-direct a current review of published EEF studies and the Save the Children Children's Communities evaluation. Recently completed studies include the EEF Effective Use of Teaching Assistant evaluation, the DfE Evidence-informed Teaching study (with colleagues from UCL Institute of Education and Durham University); the early process study of the Maths and Physics Teacher Supply Package (with NFER) and a design study to evaluate ITT in Wales for the Welsh Government.
Coldwell, M. (2019). Reconsidering context: six underlying features of context to improve learning from evaluation. Evaluation, 25 (1), 99-117. http://doi.org/10.1177/1356389018803234
Coldwell, M., & Maxwell, B. (2018). Using evidence-informed logic models to bridge methods in educational evaluation. Review of Education, 6 (3), 267-300.
Coldwell, M., Greany, T., Higgins, S., Brown, C., Maxwell, B., Stiell, B., ... Burns, H. (2017). Evidence-informed teaching: an evaluation of progress in England. Research Report. London, UK: Department for Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/625007/Evidence-informed_teaching_-_an_evaluation_of_progress_in_England.pdf
Coldwell, M., & Willis, B. (2017). Tests as boundary signifiers: level 6 tests and the primary secondary divide. The Curriculum Journal, 28 (4), 578-597. http://doi.org/10.1080/09585176.2017.1330220
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
Coldwell, M. (2016). Career orientations and career cultures : individual and organisational approaches to beginning teachers’ careers. Teachers and Teaching : Theory and Practice, 22 (5), 610-624. http://doi.org/10.1080/13540602.2016.1158468
Coldwell, M., & Simkins, T. (2011). Level models of continuing professional development evaluation: a grounded review and critique. Professional development in education, 37 (1), 143-157. http://doi.org/10.1080/19415257.2010.495497
Coldwell, M., & Maxwell, B. (2018). Context and Implications Document for: Using evidence-informed logic models to bridge methods in educational evaluation. Review of Education, 6 (3), 301-302. http://doi.org/10.1002/rev3.3153
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
Coldwell, M. (2017). Exploring the influence of professional development on teacher careers : developing a path model approach. Teaching and teacher education, 61, 189-198. http://doi.org/10.1016/j.tate.2016.10.015
Willis, B., Clague, L., & Coldwell, M. (2013). Effective PSHE education: values, purposes and future directions. Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, 31 (2), 99-111. http://doi.org/10.1080/02643944.2012.747556
Baker, R.P. (2012). Contexts of cultural capital in collaborative practice in further education. .
Simkins, T., Coldwell, M., Close, P., & Morgan, A. (2009). Outcomes of in-school leadership development work: a study of three NCSL programmes. Educational management administration and leadership, 37 (1), 29-50. http://doi.org/10.1177/1741143208098163
Simkins, T.J., Coldwell, M., Caillau, I., Finlayson, H., & Morgan, A. (2006). Coaching as an in-school leadership development strategy: experiences from leading from the middle. Journal of in-service education, 32 (3), 321-340. http://doi.org/10.1080/13674580600841901
Coldwell, M., & Holland, M. (2001). Challenges at 12 and 16: Views on some aspects of secondary education in a former coal mining town in Northern England. International Electronic Journal for Leadership in Learning, 5.
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.
Coldwell, M., Maxwell, B., & McCaig, C. (2010). Cultures of career development: senior leaders' and early career teachers' views of career. In BERA Annual Conference September 2010, Unviersity of Warwick, 1 September 2010 (pp. 1-20).
Maxwell, B., Simkins, T., & Coldwell, M. (2009). Possibilities of partnerships as sites for learning: Leadership development in English 14-19 consortia. In BERA Annual Conference 2009, University of Manchester, 2 September 2009 - 5 September 2009.
Batty, E., Harris, C., Leather, D., Pearson, S., Wilson, I., Carter, C., ... Willis, B. (2020). Children’s Communities final evaluation report. Save the Children, UK. http://www.childrenscommunitynetwork.org.uk/sites/default/files/Childrens%20Communities%20final%20evaluation%20report.pdf
Culliney, M., Moore, N., Coldwell, M., & Demack, S. (2019). Integrating English: Evaluation Report. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Integrating_English.pdf
Maxwell, B., Coldwell, M., Willis, B., & Culliney, M. (2019). Teaching assistants regional scale-up campaigns: Lessons learned. Educational Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Campaigns/TA_scale_up_lessons_learned.pdf
Maxwell, B., Willis, B., Culliney, M., Coldwell, M., Demack, S., Goepel, J., & Stevens, A. (2019). Formative evaluation of the South & West Yorkshire teaching assistants scale-up campaign. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Campaigns/SW_Yorks_TA_final_report_final.pdf
Maxwell, B., Willis, B., Culliney, M., Coldwell, M., & Reaney, S. (2019). Formative evaluation of the Lincolnshire teaching assistants scale-up campaign. Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Campaigns/Teaching_Assistant_campaign_Lincs_final.pdf
Stiell, B., Willis, B., Culliney, M., & Coldwell, M. (2018). International teacher recruitment: understanding the attitudes and experiences of school leaders and teachers. Research Report. London: Department for Education. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/713859/International_teacher_recruitment-_attitudes_and_experiences_of_school_leaders_and_teachers.pdf
Maxwell, B., Clague, L., Byrne, E., Culliney, M., Coldwell, M., Hobson, A., & Glentworth, A. (2018). Retain: CPD for Early Career Teachers of KS1Pilot report and executive summary. https://educationendowmentfoundation.org.uk: Education Endowment Foundation. https://educationendowmentfoundation.org.uk/public/files/Projects/Evaluation_Reports/Retain.pdf
Batty, E., Pearson, S., Wilson, I., Coldwell, M., Stiell, B., & Willis, B. (2018). Children's Community evaluation 2017 report. Sheffield: Sheffield Hallam University. http://www4.shu.ac.uk/research/cresr/sites/shu.ac.uk/files/childrens-community-evaluation-2017.pdf
Batty, E., Harris, C., Leather, D., Pearson, S., Wilson, I., Coldwell, M., ... Willis, B. (2018). Children's Communities programme evaluation 2018 report. Save the Children UK. https://www.savethechildren.org.uk/content/dam/gb/reports/education/children%27s_communities_y2_report_final.pdf
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
Straw, S., Coldwell, M., Poet, H., Byrne, E., Stiell, B., & Worth, J. (2017). Maths and physics teacher supply package. London, UK: Department for Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/624769/Maths_and_physics_teacher_supply_package-report.pdf
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
Coldwell, M., Gregory, M., Maxwell, B., Ramchandani, G., & Taylor, P. (2015). The Impact of National College Grants Evaluation. National College for Teaching and Leadership. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/438041/Impact_of_National_College_grants_evaluation.pdf
Higham, R., Early, P., Coldwell, M., Stevens, A., & Brown, C. (2015). New pathways into headship? London: Department for Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/436076/RR332A_New_Pathways_into_Headship_research_report.pdf
Wolstenholme, C., Coldwell, M., & Stiell, B. (2014). Independent Review Panel and First-tier Tribunal Exclusion Appeals systems : Research Report. Department for Education. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/285458/DFE-RR313.pdf
Formby, E., Coldwell, M., Stiell, B., Demack, S., Stevens, A., Shipton, L., ... Willis, B. (2011). Personal, social, healthand economic (PSHE)education: A mappingstudy of the prevalentmodels of delivery andtheir effectiveness. London: Department for Education.
Clague, L., Coldwell, M., Stevens, A., Stiell, B., Willis, B., & Wolstenholme, C. (2011). Process evaluation of the Year 1 Phonics Screening Check Pilot. DfE. https://www.gov.uk/government/publications/year-1-phonics-screening-check-pilot-evaluation
Coldwell, M., Maxwell, B., McCaig, C., & Stevens, A. (2011). NQT Quality Improvement Study for the Training andDevelopment Agency for Schools : Synthesised key findings from all five stages of the NQT Quality Improvement Study. Sheffield Hallam University for the Training and Development Agency for Schools.
Mannion, K., & Coldwell, M.R. (2008). After-school Science and Engineering Clubs Evaluation. Department for Children, Schools and Families. http://www.dcsf.gov.uk/research/programmeofresearch/projectinformation.cfm?projectid=15385&resultspage=1
Theses / Dissertations
Coldwell, M. (2018). Professional learning and professional careers: theory, evaluation and practice. (Doctoral thesis). http://doi.org/10.7190/shu-thesis-00082
Moss, C. (2018). ‘Reporting without fear, or favour’: HMI 2000-2010, and oral history. (Doctoral thesis). Supervised by Coldwell, M. http://doi.org/10.7190/shu-thesis-00091
Elonga Mboyo, J.P. (2017). Comparative leadership: pathways, scope and values in DRC-English 'urban' schools. (Doctoral thesis). Supervised by Coldwell, M. http://doi.org/10.7190/shu-thesis-00029
Doran, C. (2016). An investigation of Youth Work in Irish Youth Services. (Doctoral thesis). Supervised by Garland, P., Coldwell, M., & Morrison, A.
Hoath, L.J. (2015). A framework for understanding the distinctive characteristics of an outdoor setting pedagogy: a comparative primary education case study approach. (Doctoral thesis). Supervised by Coldwell, M.
Waterfield, J.S. (2014). An exploration of the relationship between undergraduate pharmacy knowledge and professional practice. (Doctoral thesis). Supervised by Coldwell, M., & Garland, P.
Pearson, S., & Coldwell, M. (2019). Theory-based approaches to the evaluation of complex place-based systems change. Presented at: CRESR Seminar Series, Sheffield Hallam University
Perry, E., Coldwell, M., & Moore, N. (n.d.). Curriculum materials as mediators in professional learning: The role of schemes of work in a national Primary Linguistics programme. Presented at: Harnessing Creativity in Changing Times: Risk, resilience and professional learning across the professions, 2019
Coldwell, M.R., Coldron, J.H., & Smith, R. (2008). Active social location in schools: professional development for the whole school workforce? http://www.beraconference.co.uk/2008/
Holland, M.R., Coldwell, M.R., Trickey, S., & Morgan, B. (2007). The development of the secondary vocational curriculum in a northern local authority in England. http://www.vet-research.net/ECER_2007
Coldwell, M.R., Gornall, L., Holland, M.R., Trickey, D.S., Willis, B., & Wolstenholme, C.E. (2006). Developing enterprise culture in a northern educational authority in the UK: involving trainee teachers in learning-orientated evaluation. http://www.eera-ecer.eu/ecer/ecer2006/
Coldwell, M.R., Trickey, S., Holland, M.R., & Smith, P. (2005). Bridging the gap? The role of transition advisers in the move from compulsory education. http://www.bera.ac.uk/blog/category/events/conference/
Trickey, S., Coldwell, M., Holland, M., Close, P., & Rybinski, D. (2005). Evaluation of valued youth: a national peer-tutoring programme to increase self confidence and motivation. http://www.shu.ac.uk/research/ceir/downloads/EERA20paper-Sept.05.pdf
Trickey, S., Holland, M.R., Coldwell, M.R., & Rybinski, D. (2004). Evaluating teachers' and trainers' development in a large scale curriculum development project in South Yorkshire. http://www.bera.ac.uk/blog/category/events/conference/
Holland, M.R., Coldwell, M.R., Trickey, S., Rybinksi, D., Jones, H., Morgan, B., & Byford, H. (2003). Pathways to "opportunity and excellence": collaborative curriculum innovation in South Yorkshire. http://brs.leeds.ac.uk/~beiwww/BEIA/bera2003.htm
Holland, M.R., Coldwell, M.R., Trickey, S., & Rybinski, D. (2003). New Pathways: evaluating the implementation of a major work- related programme in Northern England. http://www.aera.net/Default.aspx?id=284
Holland, M.R., Coldwell, M.R., & Close, P. (2002). Transitions and progress: teachers' views of progress in attainment of pupils age 5-10. http://www.aera.net/
Coldwell, M.R., & Holland, M.R. (2001). Pupil, Teacher and Parent views on secondary education in an economically deprived former coal mining town in the UK. http://www.aera.net/Default.aspx?id=284
I am a member of the Sheffield Institute of Education leadership team and convenor of the Professional Practice cross-university research cluster.
I currently supervise three Ed D students, focused on the Early Years curriculum in Republic of Ireland; Leadership of Food Education; and Values-led Leadership in Secondary Schools.
Past Ed D supervision included School Leadership in Congo and UK; an Oral History of Her Majesty's Inspectors; The outdoor primary classroom; Youth Work in Republic of Ireland; and Pharmacy educators' professional knowledge and identities.
My work focuses on evaluation methodology, the careers and professional learning of teachers, research use in schools and educational policy implementation.