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Hamilton, Lorna, Beauchamp, Gary, Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Harvey, Janet and Clarke, Linda (2023) Challenges for school leadership and management in the four nations of the United Kingdom during the pandemic: conceptual shifts and implications for future thinking. In: Research Handbook on Public Leadership. Research Handbooks in Business and Management . Edward Elgar Publishing Ltd, pp. 80-96. ISBN 9781786439666 (hardback); 9781786439673 (ebook)

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Beauchamp, Gary, Clarke, Linda and Hamilton, Lorna (2023) Collaboration in times of crisis: leading UK schools in the early stages of a pandemic. Leadership and Policy in Schools, 22 (1). pp. 161-180. ISSN 1570-0763

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880 and Rauschenberger, Emilee (2022) The role and influence of non-state actors on teachers’ lives and work. In: International Encyclopedia of Education (4th edition). Elsevier Science. ISBN 9780128186299 (ebook); 9780128186305 (hardback)

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880 and O'Sullivan, Rachel (2022) Beginning teachers’ roles and responsibilities. In: Learning to teach in the Secondary School: a companion to school experience (9th edition). Learning to Teach Subjects in the Secondary School Series . Routledge, pp. 24-38. ISBN 9781032062297 (paperback); 9781032062280 (hardback); 9781003201267 (ebook)

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Olsson Rost, Anna ORCID: https://orcid.org/0000-0002-7309-9721 and O'Sullivan, Rachel (2022) Developing an online practicum in professional education: a case study from UK teacher education. In: Applied Degree Education and the Future of Learning. Lecture Notes in Educational Technology . Springer Singapore, Singapore. ISBN 9789811698118 (hardback); 9789811698125 (ebook)

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880 and Wood, Jeffrey (2022) The importance of starting well: the influence of early career support on job satisfaction and career intentions in teaching. Journal of Further and Higher Education, 46 (4). pp. 504-521. ISSN 0013-1326

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880 (2022) The supply, recruitment and retention of teachers. In: The Palgrave Handbook of Teacher Education Research. Palgrave Macmillan, pp. 1-15. ISBN 9783030595333 (online)

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Adamson, Carrie ORCID: https://orcid.org/0000-0002-6488-4656 and Griffiths, Dominic (2021) Creating a Continuum of Provision to Support High Needs Pupils: Evaluation Report. Project Report. Education and Social Research Institute, Manchester Metropolitan University..

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880 and Marsden, Rachel (2021) Becoming research literate. In: Mastering Teaching: Thriving as an Early Career Teacher. McGraw Hill. ISBN 9780335250356

Woodfine, Corinne ORCID: https://orcid.org/0000-0002-4340-9135, Meanwell, Karen, Ryan-Atkin, Helen, Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Aitken, Reihana and Rivers, Rachael (2021) Developing through reflection and collaborative enquiry. In: Mastering Teaching: Thriving as an Early Career Teacher. McGraw Hill. ISBN 9780335250356

Wye, Ben, Brierley, Aidan and Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880 (2021) Wellbeing of children and young people. In: Mastering Teaching: Thriving as an Early Career Teacher. McGraw Hill. ISBN 9780335250356

Beauchamp, Gary, Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Clarke, Linda, Hamilton, Lorna and Harvey, Janet (2021) ‘People miss people’: a study of school leadership and management in the four nations of the United Kingdom in the early stage of the COVID-19 pandemic. Educational Management, Administration and Leadership, 49 (3). pp. 375-392. ISSN 1741-1432

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Rauschenberger, Emilee ORCID: https://orcid.org/0000-0002-5910-941X and Meanwell, Karen (2020) Initial Teacher Education: what matters most and what has worked well. In: Education System Design: Foundations, Policy Options and Consequences. Routledge, London, pp. 224-234. ISBN 9780367203771

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880 (2020) Teacher Preparation in Scotland, 1872-1920. In: Teacher Preparation in Scotland. Emerald Books, pp. 9-32. ISBN 9781839094811

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Woodfine, Corinne, Kardas, Karolina and Griffiths, Dominic (2020) Wellbeing Strategies & Vulnerable Group Support: Case Studies of Good Practice. Project Report. ESRI/Manchester Metropolitan University.

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Beauchamp, Gary and Clarke, Linda (2020) Doing advisory work: the role of expert advisers in national reviews of teacher education. Journal of Further and Higher Education, 44 (4). pp. 498-512. ISSN 0309-877X

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Wood, Jeffrey and Shi, Xin (2020) Measuring up? Metrics and research assessment in UK teacher education. Journal of Education for Teaching, 46 (2). ISSN 0260-7476

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Ainsworth, Steph, Griffiths, Dominic and Wicker, Kate (2019) EAS Support for Newly Qualified Teachers. Project Report. ESRI: Manchester Metropolitan University.

Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Haines, Ben, Ainsworth, Steph and Kardas, Karolina (2019) Evaluation of the Accelerating Improvement in Knowlsey: Pathways to Success Initiative. Project Report. Department for Education. (In Press)

Hulme, Moira, Rauschenberger, Emilee and Haines, Ben (2018) Development of Cluster-Based Approaches to School Improvement: Final Report. Project Report. Manchester Metropolitan University: ESRI.

Hulme, M and Quirk-Marku, C (2017) Re-making teacher professionalism in England: localism and social responsibility. RASE: Revista de la Asociación de Sociología de la Educación, 10 (3). pp. 347-362. ISSN 1988-7302

Davies, P, Connolly, M, Nelson, J, Hulme, ML, Kirkman, J and Greenway, C (2016) ‘Letting the right one in’: provider contexts for recruitment to initial teacher education in the United Kingdom. Teaching and Teacher Education, 60. pp. 291-302. ISSN 0742-051X

Beauchamp, G, Clarke, L, Hulme, M ORCID: https://orcid.org/0000-0002-4095-3880 and Murray, J (2015) Teacher education in the United Kingdom post devolution: convergences and divergences. Oxford Review of Education, 41 (2). pp. 154-170. ISSN 0305-4985

Chapman, Christopher, Lowden, Kevin, Chestnutt, Hannah, Hall, Stuart, McKinney, Stephen, Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880 and Watters, Natalie (2014) Research on the impact of the School Improvement Partnership Programme: Interim Report. Research Report. Education Scotland.

Hulme, M and Menter, I (2014) New professionalism in austere times: the employment experiences of early career teachers in Scotland. Teachers and Teaching: Theory and Practice, 20 (6). pp. 672-687. ISSN 1354-0602

Beauchamp, Gary, Clarke, Linda, Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880 and Murray, Jean (2013) Research and Teacher Education: The BERA-RSA inquiry. Policy and Practice within the United Kingdom. Research Report. British Educational Research Association.

Menter, Ian, Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Elliot, Dely and Lewin, Jon (2010) Literature Review of Teacher Education for the Twenty-First Century. Research Report. Scottish Government.

Menter, Ian Elliot, Dely Hall, Stuart Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880 Lowden, Kevin McQueen, Irene Payne, Fran et al.

Menter, Ian, Elliot, Dely, Hall, Stuart, Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880, Lowden, Kevin, McQueen, Irene, Payne, Fran, Coutts, Norman, Robson, Dean, Spratt, Jenny and Christie, Donald

Baumfield, Vivienne, Menter, Ian, Hulme, Moira ORCID: https://orcid.org/0000-0002-4095-3880 and Devlin, Alison (2008) Curriculum for Excellence draft experiences and outcomes: collection, analysis and reporting of data. Interim report. Research Report. University of Glasgow.