Professor Mark Boylan BSc, PGCE, PhD, SFHEA
Co-Head of Ï㽶ÊÓƵ and Innovation, Sheffield Institute of Education
Summary
Mark is a Professor of Education at the Sheffield Institute of Education and Co-Head of Ï㽶ÊÓƵ and Innovation. Most of his current research focuses on the evaluation of large-scale professional development programmes and other policy initiatives, mainly in mathematics education or teacher professional learning. A former secondary mathematics teacher and mathematics teacher educator, Mark is also a movement teacher and holds a diploma in Sociodrama and Creative Action Methods.
About
Mark is a Professor of Education at the Sheffield Institute of Education and Co-Head of Ï㽶ÊÓƵ and Innovation. Most of his current research focuses on the evaluation of large-scale professional development programmes and other policy initiatives, mainly in mathematics education or teacher professional learning. A former secondary mathematics teacher and mathematics teacher educator, Mark is also a movement teacher and holds a diploma in Sociodrama and Creative Action Methods.
Mark has extensive experience leading complex evaluations that include impact analysis, process evaluation, and mixed-methods research. He has led or co-led more than 20 research and evaluation projects for a variety of funders over the past 15 years. He has also designed and set up a regional Primary Mathematics Specialist Teacher Programme. His evaluation research began with evaluations of DfE courses for non-specialist teachers of mathematics, professional development leaders, and the NCETM. He led the evaluation of the Shanghai Mathematics Teacher Exchange. He has published extensively, including over 50 journal articles, reports, and other research outputs. These have included methodological contributions to evaluation theory and practice.
Mark has 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, the design of mixed methods, and quantitative studies. He has supervised 14 doctoral researchers to completion, with their research spanning a wide range of areas. He was previously the Post Graduate Ï㽶ÊÓƵ Tutor for Education and the Ï㽶ÊÓƵ and Evaluation Framework Coordinator for Education at Ï㽶ÊÓƵ.
Professor of Education. Practice, Innovation and Professional Learning Ï㽶ÊÓƵ Group Leader. Doctoral supervision and teaching
Mathematics education
Professional learning
Teacher education
Social justice pedagogies and critical teacher education
Ethics in education
Teaching
Sheffield Institute of Education
College of Social Sciences and Arts
Doctoral supervision
PhD and EdD supervision and teaching
Ï㽶ÊÓƵ
2017-2020 Evaluation of Realistic Mathematics Education. EEF
2014-2017 Longitudinal evaluation for the England-China Maths Education Innovation Ï㽶ÊÓƵ 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 Ï㽶ÊÓƵ Project, John Lyons charitable Trust, Grantee Complicite Theatre Company,
2014-17 Evaluation of ScratchMaths EEF
Link 1 /sheffield-institute-education-research/projects/making-change-happen-in-teacher-professional-development
Link 2 /sheffield-institute-education-research/projects/landscaping-mathematics-education-policy
Link 3 /research/in-action/projects/teacher-professional-development
Funders of Ï㽶ÊÓƵ, 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
Journal articles
Compton, A., & Boylan, M. (2024). . Ï㽶ÊÓƵ in Mathematics Education.
Boylan, M., Truelove, L., Pearse, S., O’Brien, S., Sheehan, H., Cowell, T., & Long, E. (2023). . London Review of Education, 21 (1).
Boylan, M., & Adams, G. (2023). . Journal of Education Policy.
Boylan, M., Adams, G., Perry, E., & Booth, J. (2023). . Professional Development in Education, 49 (4), 651-669.
Boylan, M., Adams, G., Perry, E., & Booth, J. (2023). Re-imagining transformative professional learning for critical teacher professionalism: a conceptual review. Professional Development in Education, 49 (4), 651-669.
Barwell, R., Boylan, M., & Coles, A. (2022). . The Journal of Mathematical Behavior, 68.
Boylan, M. (2021). . International Journal of School Social Work, 6 (1).
Boylan, M. (2021). . Professional Development in Education.
Povey, H., Boylan, M., & Adams, G. (2019). . Pedagogy, Culture and Society.
Boylan, M., Maxwell, B., Wolstenholme, C., Jay, T., & Demack, S. (2018). . Education sciences, 8 (4), 202.
Boylan, M., Adams, G., Coldwell, M., Willis, B., & Demack, S. (2018). . Review of Education, 6 (3), 408-410.
Boylan, M., Adams, G., Willis, B., Coldwell, M., & Demack, S. (2018). . Review of Education, 6 (3), 360-407.
Boylan, M., & Demack, S. (2018). . Educational Ï㽶ÊÓƵ, 60 (3), 336-356.
Boylan, M. (2018). . Educational Management Administration & Leadership, 46 (1), 86-106.
Boylan, M., Coldwell, M., Maxwell, B., & Jordan, J. (2017). . Professional development in education.
Perry, E., & Boylan, M. (2017). . Professional development in education, 44 (2), 254-271.
Boylan, M. (2016). . Educational Studies in Mathematics, 92 (3), 395-409.
Boylan, M., & Woolsey, I. (2015). . Teaching and teacher education, 46, 62-71.
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). . Journal of Medical Imaging and Radiation Sciences, 45 (4), 390-398.
Boylan, M. (2013). . Educational Management Administration & Leadership, 44 (1), 57-72.
Boylan, M., & Smith, P. (2012). . Student Engagement and Experience Journal, 1 (1), 1-13.
Boylan, M. (2010). . Teaching and teacher education, 26 (1), 61-70.
Boylan, M. (2010). . Journal of Mathematics Teacher Education, 13 (5), 383-395.
Boylan, M. (2009). . Journal of mathematics teacher education, 12 (6), 427-443.
Conference papers
Adams, G., Boylan, M., Chronaki, A., Otieno, H., & Wright, P. (2021). . In Kollosche, D. (Ed.) Mathematics Education and Society 11, University of Klagenfurt, Austria [online], 24 September 2021 - 29 September 2021 (pp. 95-98). Tredition:
Boylan, M., & Adams, G. (2019). . In Educating the educators III, Freiburg, Germany, 7 October 2019 - 8 October 2019 (pp. 70-72).
Boylan, M., & Adams, G. (2019). . In British Educational Ï㽶ÊÓƵ Association Annual Conference, Manchester, UK, 10 September 2019 - 12 September 2019.
Adams, G., Boylan, M., & Maxwell, B. (2018). . In British Educational Ï㽶ÊÓƵ Association Annual Conference 2018, Newcastle, UK, 11 September 2018 - 13 September 2018.
Povey, H., Adams, G., & Boylan, M. (2016). . In British Educational Ï㽶ÊÓƵ Association Annual Conference, Leeds, UK, 13 September 2016 - 15 September 2016.
Boylan, M. (2016). . Third Mathematics Education and Contemporary Theory conference.
Boylan, M., Coldwell, M., & Simkins, T. (2011). . In British Educational Ï㽶ÊÓƵ Association Conference, London, IoE, 7 September 2011 - 10 September 2011.
Book chapters
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).
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).
Boylan, M., & Townsend, V. (2018). Understanding Mastery in Primary Mathematics. In Learning to Teach in the Primary School. (pp. 456-469). Routledge:
Boylan, M., & Povey, H. (2013). . In Leslie, D., & Mendick, H. (Eds.) Debates in mathematics education. Routledge
Boylan, M., & Povey, H. (2012). . 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). . In Black, L., Mendick, H., & Solomon, Y. (Eds.) Mathematical relationships in education : identities and participation. (pp. 47-57). Routledge
Boylan, M., & Povey, H. (2009). Mathematics. In Equality in the Secondary School: Promoting Good Practice across the Curriculum. (pp. 247-269).
Povey, H., & Burton, L. (1999). . In Burton, L. (Ed.) Learning mathematics : from Hierarchies to Networks. (pp. 232-245). London: Routledge
Allen, B. (n.d.). Mathematics Education. Routledge:
Reports
Perry, E., Bevins, S., Booth, J., Boylan, M., Rutgers, D., Stiell, B., & Coldwell, M. (2024). . Wellcome Trust.
Pullen, C., Boylan, M., Boodt, S., Zhu, H., & Clarkson, L. (2024). . Ï㽶ÊÓƵ.
Boylan, M., Zhu, H., Jaques, L., Birkhead, A., & Rempe-Gillen, E. (2024). . EEF.
Adams, G., & Boylan, M. (2023). . The Royal Society.
Boylan, M., Adams, G., & Birkhead, A. (2023). . The Royal Society.
Culliney, M., Demack, S., Boylan, M., & Wolstenholme, C. (2022). . Education Endowment Foundation.
Perry, E., Halliday, J., Booth, J., Wolstenholme, C., & Boylan, M. (2022). . Ogden Trust.
Perry, E., Booth, J., Boylan, M., Wolstenholme, C., Chedzey, K., & Cunningham, M. (2021). . London, UK: Wellcome.
Perry, E., Boylan, M., & Booth, J. (2019). . Wellcome Trust and Education Endowment Foundation.
Boylan, M., Wolstenholme, C., Maxwell, B., Demack, S., Jay, T., Reaney, S., & Adams, G. (2019). . Department for Education.
Boylan, M., Demack, S., Wolstenholme, C., Reidy, J., & Reaney, S. (2018). . Education Endownment Foundation.
Boylan, M., & Reaney, S. (2018). . Sheffield: Sheffield Institute of Education, Ï㽶ÊÓƵ.
Perry, E., Boylan, M., Booth, J., & Coldwell, M. (2017). . Cardiff: Welsh Government.
Boylan, M., Demack, S., Stevens, A., Coldwell, M., & Stiell, B. (2016). . Ï㽶ÊÓƵ.
Boylan, M., Demack, S., Willis, B., Stevens, A., Adams, G., & Verrier, D. (2015). . London: Department for Education.
Boylan, M., & Willis, B. (2015). . Ï㽶ÊÓƵ.
Boylan, M., Demack, S., Willis, B., Stevens, A., Adams, G., & Verrier, D. (2015). Multiplicative reasoning professional development programme : evaluation. London: Department for Education.
Theses / Dissertations
Sawyer, R. (2023). . (Doctoral thesis). Supervised by Boylan, M.
Guest, I.F. (2018). . (Doctoral thesis). Supervised by Boylan, M.
Harris-Evans, J.M. (2017). . (Doctoral thesis). Supervised by Boylan, M.
Horobin, H.E. (2016). . (Doctoral thesis). Supervised by Boylan, M., & Madriaga, M.
Moreton, H.J. (2015). . (Doctoral thesis). Supervised by Simkins, T., & Boylan, M.
Chunlahawanit, N. (2015). . (Doctoral thesis). Supervised by Owen, D., Garland, P., & Boylan, M.
Dunning, J.M. (2015). . (Doctoral thesis). Supervised by Boylan, M., Merchant, G., & Garland, P.
Katsiada, E. (2015). . (Doctoral thesis). Supervised by Garrick, R., O'Hara, M., Garland, I., Garland, P., & Boylan, M.
Orfanidou, D. (2014). . (Doctoral thesis). Supervised by Leach, J., Boylan, M., & Scott, P.
Thorley, A.D.M. (2014). . (Doctoral thesis). Supervised by Povey, H., & Boylan, M.
Boylan, M.S. (2004). . (Doctoral thesis). Supervised by Ashworth, P., Coldron, J., & Povey, H.
Truelove, L. (n.d.). . (Doctoral thesis). Supervised by Boylan, M.
Internet Publications
Perry, E., & Boylan, M. (2023). . /sheffield-institute-education-research/news/celebrating-ten-years-of-research-and-innovation
Presentations
Perry, E., Booth, J., Rutgers, D., Boylan, M., Stiell, B., & Bevins, S. (2023). Making change happen in teacher professional development: Leadership, the school environment and the implementation of professional development. Presented at: British Educational Ï㽶ÊÓƵ Association Conference 2023, Birmingham, UK
Adams, G., & Boylan, M. (2022). . Presented at: BSRLM Autumn Day Conference 2022, Online, 2022
Perry, E., Booth, J., Boylan, M., & Adams, G. (2020). . 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 Ï㽶ÊÓƵ Association conference, Manchester
Perry, E., Jordan, J., Pountney, R., & Boylan, M. (2018). Professional development facilitators: theorising knowledge, skills and practice. Presented at: British Educational Ï㽶ÊÓƵ 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). . Presented at: Re-thinking Models of Professional Learning, Aston University, Birmingham, 2014
Other publications
Holland, M.R., Boylan, M., & Lowe, G. (2005). .
Other activities
Member of UCET Ï㽶ÊÓƵ and International Committee
Postgraduate supervision
Mark has extensive post-graduate supervision experience in diverse areas including mathematics education, professional development, professional practice, and trauma-informed approaches in education.
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