Currently browsing: Items authored or edited by Hilary Burgess

Burgess, Hilary; Sieminski, Sandy and Arthur, Lore (2006). Achieving Your Doctorate in Education. study skills. London, UK: Sage in association with the Open University.

Soler, Janet M.; Craft, Anna and Burgess, Hilary eds. (2000). Teacher development: exploring our own practice. Developing Practice in Primary Education. London, UK: Sage.

Burgess, Hilary (2006). The Butterfly Effect: Teaching assistants and workforce reform in primary schools. In: Webb, Rosemary ed. Changing teaching and learning in the primary school. Maidenhead, UK: Open University Press, pp. 139–148.

Burgess, Hilary (2002). Transition between Primary and Secondary Schools. In: Moon, R.E.; Shelton Mayes, A. and Hutchinson, S. eds. Teaching, Learning and the Curriculum in Secondary Schools. London: RoutledgeFalmer, pp. 253–262.

Burgess, H. (2001). Working with others to develop professional practice. In: Banks, F. and Shelton Mayes, A. eds. Early Professional Development for Teachers. London: David Fulton, pp. 84–97.

Burgess, H. (2001). Sustaining improvement through practitioner action research. In: Banks, F. and Shelton Mayes, A. eds. Early Professional Development for Teachers. London: David Fulton, pp. 332–344.

Burgess, Hilary; Southworth, Geoff and Webb, Rosemary (1994). Whole school planning in the primary school. In: Pollard, Andrew ed. Look Before You Leap? Research Evidence for the Curriculum at Key Stage Two. UK: Tufnell Press, pp. 37–49.

Burgess, Hilary (1992). A time for community in the primary curriculum. In: Morrison, Marlene ed. Managing Time for Education, Volume CEDAR Pape. University of Warwick, pp. 35–50.

Burgess, Hilary (1989). A Sort of Career: Women in Primary Schools. In: Skelton, Christine ed. Whatever happens to Little Women? Buckingham: Open University Press, pp. 79–91.

Burgess, Hilary (1989). Curriculum practice in the primary school: the case of mathematics. In: Cullingford, Cedric ed. The Primary Teacher, The Role of the Educator and the Purpose of Primary Education. London, UK: Cassell, pp. 16–36.

Burgess, Hilary (1988). Perceptions of the primary and middle school curriculum. In: Carrington, Bruce and Troyna, Barry eds. Children and Controversial Issues: Strategies for the Early and Middle Years of Schooling. London, UK: Routledge and Kegan Paul, pp. 71–90.

Burgess, Hilary (1988). Curriculum practice: aims, content, methods and assessment. In: Campbell, R. J. ed. The Routledge Compendium of Primary Education. London: Routledge and Kegan Paul, pp. 42–45.

Burgess, Hilary (1988). Collaborating in curriculum research and evaluation. In: Woods, Peter and Pollard, Andrew eds. Sociology and the Teacher. London: Croom Helm, pp. 176–191.

Burgess, Hilary (1985). Case study and curriculum research: Some issues for teacher researchers. In: Burgess, Robert G. ed. Issues in Educational Research: Qualitative Methods. Lewes: Falmer Press, pp. 177–196.

Scanlon, Eileen (2015). Research Capacity Development in Technology Enhanced Learning. Research Intelligence(127) pp. 11–12.

Burgess, Hilary and Shelton Mayes, Ann (2009). An exploration of higher level teaching assistants' perceptions of their training and development in the context of school workforce reform. Support for Learning, 24(1) pp. 19–25.

• Download Accepted Manuscript (PDF / 140kB)

Burgess, Hilary and Shelton Mayes, Ann (2008). Using e-learning to support primary trainee teachers' development of mathematics subject knowledge: an analysis of trainee learning and the impact on confidence. Teacher Development: An international journal of teachers' professional development, 12(1) pp. 37–55.

Burgess, Hilary and Shelton Mayes, Ann (2007). Supporting the professional development of teaching assistants: classroom teachers' perspectives on their mentoring role. Curriculum Journal, 18(3) pp. 389–407.

Burgess, Hilary (2004). The Primary Strategy: a chance for a 'whole' curriculum? Education 3-13, 32(2) pp. 10–17.

Burgess, Hilary and Mayes, Ann Shelton (2003). Tutoring primary trainee teachers through e-conferencing. Mentoring and Tutoring, 11(3) pp. 285–305.

Burgess, Hilary and Butcher, John (1999). To challenge or not to challenge: the mentor's dilemma. Mentoring & Tutoring: Partnership in Learning, 6(3) pp. 31–47.

Burgess, Hilary and Carter, Bob (1996). Narratives of schooling and the construction of pupilhood. Discourse, 17(1) pp. 15–24.

Burgess, Hilary and Reynolds, Jill (1995). Preparing for social work with refugees using enquiry and action learning. Social Work Education, 14(4) pp. 58–73.

• Published Version (PDF) This file is not available for public download

Burgess, Hilary and Carter, Bob (1993). Testing, regulation and control: shifting education narratives. Pedagogy, Culture and Society, 1(2) pp. 233–244.

Burgess, Hilary (1993). Teachers and school based self-evaluation. Social Science Teacher, 22(2) pp. 8–12.

Burgess, Hilary and Carter, Bob (1992). 'Bringing out the best in people': teacher training and the 'real' teacher. British Journal of Sociology of Education, 13(3) pp. 349–359.

Burgess, Hilary (1987). Springing free from formal assessment. Education 3-13, 15(2) pp. 11–16.

Burgess, Hilary (1986). Doubting Thomas: the primary curriculum and classroom practice. Journal of Educational Policy, 1(1) pp. 85–99.

Butcher, John; Burgess, Hilary and Sieminski, Sandy (2003). Meeting professional development needs? Does the Doctorate in Education bridge the intellectual and professional development needs for teachers. In: 5th International Conference on Education, 23-24 May 2003, Athens.

Burgess, Hilary (2008). Primary workforce management and reform (Primary Review Research Survey 6/4). Primary Review Research Survey 6/4; University of Cambridge Faculty of Education, Cambridge.

• Download Published Version (PDF / 690kB)