Mark Hadfield is a former director of research at
CeDARE. In January 2013 he moved to Cardiff University. Mark is
linked with CeDARE as an honorary research associate.
If you would like to contact Mark about his research his email
address is HadfieldM@cardiff.ac.uk.
Mark's background was originally in
researching professional development within primary schools and
this often involved supporting action researchers. Over the
last ten years he has become more and more interested in leadership
and has written and researched extensively in this area,
particularly with reference to leading school networks and
leadership in the early years. His work on the use of video in
research has attracted a lot of attention in recent years (scroll
down for more details).
Mark has undertaken editorial consultation on manuscripts
for the journal School Effectiveness and School
Improvement and is Assistant Editor for the Journal 'School
Leadership and Management'. He is also on the editorial board
of 'Educational Action Research Journal' and is a member of
the ESRC peer review College. As an advisor, Mark has worked
with the Welsh Assembly Government on the School Effectiveness
Framework, North Somerset County Council Education Department and
Leicester City Education Department. He was also co-convenor of
Network 5 Youth at risk and urban education of the European
Educational Research Association.
Longitudinal Study of Early Years Professional
Status: an exploration of progress, leadership and impact.
Teaching That Matters
Evaluation of the Primary
Leading Teachers Programme
"One of my greatest concerns about educational research is that
it is made available in formats that make it useable by
practitioners, leaders and policy makers. I have always been
interested in creating research-based materials and artefacts that
can be of practical use."
"Early on in my career I founded the Urban
Programmes Research Group with Dr Kaye Haw and we produced a wide
range of materials for schools and community organisations. One of
the products we were most pleased with was the Anti-Racist manual for
schools (.zip file, 4.56MB). The most popular of the artefacts
I created was a booklet for the National College for School
Leadership on Building Capacity in Schools (.zip file,
2.75MB). I also edited the NEXUS magazine (PDF, 4.53MB, opens
in new window) for the Network Learning Organisation to support
teachers and school leaders think about issues to do with
networking and collaboration."
"My recent research has focussed on the role
of practitioner enquiry within collaborative school improvement
efforts, including the role of young people and pupils, an interest
that has arisen out of my secondment to the National College for
School Leadership where I led the research team of their
largest development and research programme, the Network Learning
Communities programme. I'm also looking at developing my teaching
of research methods by exploring the issues practitioners face when
they try and disseminate the findings from their small scale
enquires of action research ‘back at the ranch’. Additionally, I
have a long term commitment to social justice and have produced a
range of professional development materials for schools."
Hadfield M & Jopling M (2012) 'How
might better network theories support school leadership
research?' School Leadership & Management Vol 32 (2).
Royle K & Hadfield M (2012) From ‘Posh
Pen & Pad’ to Participatory Pedagogies: One Story of a
Netbook Implementation Project with 108 Pupils in Two Primary
Schools. International Journal of Mobile and Blended Learning,
4(1), 1-17, January-March 2012.
Hadfield M & Jopling M (2011) School networks,
networked learning, and 'network theory', in Day, C. (ed.)
The Routledge International Handbook of Teacher and School
Development. London: Routledge.
Hadfield M & Chapman C (2010) Realising
the potential of school-based networks. Educational Research,
Vol 52 (3).
Hadfield M & Chapman C (2009) Leading
School-Based Networks, Routledge, ISBN 9780415464659.
Throughout his career, Mark has been very committed to working
in research that is participatory and collaborative, which has led
him to become interested in how to use video technology. One of his
first major outputs in this area was his ESRC-funded project
into video within participatory research with young people. Some of
the outputs from this can be viewed at the project website.
His many research projects involving video have been
collated into the book 'Video in
Social Science Research: Functions and Forms', which
concentrates on how researchers can benefit from the use of
video in their own research. Many of the projects featured
in the book were undertaken by the Urban Programmes Research Group
(UPRG). You can view materials from these projects at the
Mark has disseminated his work in this area in journals, books
and at education conferences around the globe. The paper
'Participatory Video Research: Emerging Methodological and Ethical
Issues', which was delivered at ECER in Berlin and AERA in New
Orleans, reports the findings of a project concerned with
exploring the key methodological and ethical issues researchers and
practitioners faced when working with video and young
people. You can download the PowerPoint presentation from this
'Video as a Visual Method within
Practitioner Research' is a chapter in
'Practitioner Research: Teachers'
Investigations in Classroom Teaching' by
Myint Swe Khine and Issa M Saleh.
The article 'Voice,
young people and action research' was featured
in Educational Action Research volume 9
(3). It moves from an overview of what is meant by the term
'voice' to discussing the significance of its links with action
research using a simple typology of three types of voice:
Authoritative, Critical and Therapeutic.
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