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Number of items: 25.

Morrison, Fiona, Cree, Viviene, Ruch, Gillian, Winter, Karen Michelle, Hadfield, Mark and Hallett, Sophie 2019. Containment: exploring the concept of agency in children's statutory encounters with social workers. Childhood 26 (1) , pp. 98-112. 10.1177/0907568218810101

Winter, Karen, Morrison, Fiona, Cree, Viviene, Ruch, Gillian, Hadfield, Mark and Hallett, Sophie 2019. Emotional labour in social workers' encounters with children and their families. British Journal of Social Work 49 (1) , pp. 217-233. 10.1093/bjsw/bcy016

Hadfield, Mark and Ainscow, Mel 2018. Inside a self-improving school system: Collaboration, competition and transition. Journal of Educational Change 19 , pp. 441-462. 10.1007/s10833-018-9330-7

Hadfield, Mark and Jopling, Michael 2018. Case study as a means of evaluating the impact of early years leaders: Steps, paths and routes. Evaluation and Program Planning 67 , pp. 167-176. 10.1016/j.evalprogplan.2018.01.005

Connolly, Mark, Hadfield, Mark, Barnes, Yvonne and Snook, James 2018. The accommodation of contested identities: The impact of participation in a practice-based Masters Programme on Beginning Teachers’ professional identity and sense of agency. Teaching and Teacher Education 71 , pp. 241-250. 10.1016/j.tate.2018.01.010

Hadfield, Mark 2017. Decentralization, localism and the role of PLCs in supporting school collaborations in Wales. In: Harris, A, Jones, M and Huffman, J.B. eds. Teachers leading educational reform: The power of professional learning communities, Routledge, pp. 210-227.

Karen, Winter, Viviene, Cree, Hallett, Sophie, Hadfield, Mark, Gillian, Ruch, Fiona, Morrison and Holland, Sarah 2017. Exploring communication between social workers, children and young people. British Journal of Social Work 47 (5) , pp. 1427-1444. 10.1093/bjsw/bcw083

Ruch, Gillian, Winter, Karen, Cree, Viv, Hallett, Sophie, Morrison, Fiona and Hadfield, Mark 2017. Making meaningful connections: using insights from social pedagogy for statutory social work practice. Child and Family Social Work 22 (2) , pp. 1015-1023. 10.1111/cfs.12321

Hadfield, Mark, Connolly, Mark, Barnes, Yvonne and Snook, James 2017. Developing the capacity to support beginning teachers in Wales: Lessons learnt from the Masters in Educational Practice. Welsh Journal of Education 19 (1) , pp. 90-106. 10.16922/wje.19.1.5

Hadfield, Mark and Jopling, Michael 2016. Problematizing lesson study and its impacts: studying a highly contextualised approach to professional learning. Teaching and Teacher Education 60 , pp. 203-214. 10.1016/j.tate.2016.08.001

Maxwell, Nina, Scourfield, Jonathan Bryn, Zhang, Meng, De Villiers, Teresa, Hadfield, Mark, Kinnersley, Paul, Metcalf, Elizabeth, Pithouse, Andrew and Tayyaba, Saadia 2016. Independent evaluation of the Frontline pilot: Research report. [Project Report]. Department for Education. Available at:

Hadfield, Mark, Jopling, Michael and Needham, Martin 2015. Practice leadership in the early years. Open University Press.

Hadfield, Mark and Jopling, Michael 2014. The development of an implementation model for ICT in education: an example of the interaction of affordances and multimodality. Innovations in Education and Teaching International  51 (6) , pp. 607-617. 10.1080/14703297.2014.924747

Hadfield, Mark and Jopling, Michael 2012. How might better network theories support school leadership research? School Leadership & Management 32 (2) , pp. 109-121. 10.1080/13632434.2012.670115

Hadfield, Mark and Haw, Kaye 2012. Video: modalities and methodologies. International Journal of Research & Method in Education 35 (3) , pp. 311-324. 10.1080/1743727X.2012.717434

Hadfield, Mark 2012. Becoming critical again: reconnecting critical social theory with the practice of action research. Educational Action Research 20 (4) , pp. 571-585. 10.1080/09650792.2012.727647

Royle, Karl and Hadfield, Mark 2012. From 'Posh Pen and Pad' to participatory pedagogies. International Journal of Mobile and Blended Learning 4 (1) , pp. 1-17. 10.4018/jmbl.2012010101

Hadfield, Mark and Jopling, Michael 2011. School networks, networked learning and "Network Theory". The Routledge International Handbook of Teacher and School Development, Routledge International Handbooks of Education, Routledge, pp. 516-526.

Haw, Kaye and Hadfield, Mark 2011. Video in social science research: functions and forms. Abingdon: Routledge.

Hadfield, Mark and Chapman, Christopher 2011. Leading school based networks and collaborative learning: Working together for better outcomes? In: Townsend, Tony and MacBeath, John eds. International Handbook of Leadership for Learning, Springer International Handbooks of Education, vol. 25. Springer, pp. 915-952.

Hadfield, Mark and Haw, Kaye 2011. Video as a visual method within practitioner research. In: Khine, Myint Swe and Saleh, Issa M. eds. Practitioner Research: Teachers' Investigations in Classroom Teaching, Education in a Competitive and Globalizing World, NewYork, NY: Nova Science Publishers, pp. 67-80.

Chapman, Christopher and Hadfield, Mark 2010. Supporting the middle tier to engage with school-based networks: Change strategies for influencing and cohering. Journal of Educational Change 11 (3) , pp. 221-240. 10.1007/s10833-009-9125-y

Chapman, Christopher and Hadfield, Mark 2010. Realising the potential of school-based networks. Educational Research 52 (3) , pp. 309-323. 10.1080/00131881.2010.504066

Chapman, Christopher and Hadfield, Mark 2010. School-based networking for educational change. In: Hargreaves, Andy ed. Second International Handbook of Educational Change, Springer International Handbooks of Education, vol. 23. London: Springer, pp. 765-780.

Hadfield, Mark and Chapman, Christopher 2009. Leading school-based networks. Abingdon: Routledge.

This list was generated on Mon Jul 4 08:46:53 2022 BST.