Andrew Noyes
Biographic Data
| ID | 5010959 |
|---|---|
| NAME | Andrew Noyes |
| GIVEN NAMES | Andrew |
| FAMILY NAME | Noyes |
| SIGNATURE | NOYES A |
| AFFILIATIONS | University of Nottingham |
| ORCID | 0000-0002-8147-0105 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 23 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Primary school mathematics leaders as brokers of professional learning
Continuing professional development and learning (CPDL) is key to educational quality and teacher retention, yet the remodelling of England’s school system in recent years has shifted roles and responsibilities for this important work. This article reports on a recent investigation into the CPDL work of mathematics subject leaders in 19 primary schools in three locality case studies, drawing on analysis of 57 interviews and using Harris’ four dim…
Beyond school geography
Like many university subjects, geography degrees have quantitative elements that build on students’ prior mathematical competence. Although much work has been done to ensure that relevant mathematical skills are embedded in the curriculum for A-level geography, less attention has been given to the role played by other A-level subjects. Using national higher education data for undergraduate students enrolled on geography degrees in England and Wal…
Pursuing systemic improvement through heterarchical school systems
England's schooling landscape is being remodelled and the move from hierarchical to heterarchical modes of governance has implications for systemic change strategies. Balancing local and networked autonomy with centralising policies complexifies choices for schools, creating tensions that this article explores through the context of curriculum resourcing policies. In particular, we consider the contemporary case of mathematics textbook schemes in…
The waxing and waning of functional skills mathematics
There have been repeated attempts to establish mathematics qualifications for lower attaining students aged 16 years and over on vocational pathways in England. In 2004, the Tomlinson Report proposed Functional Mathematics and this paper examines the trajectory of this qualification (later Functional Skills mathematics) through analysis of policy literatures over the last twenty years and empirical data from two studies in Further Education colle…
Mathematics curriculum waves within vocational education
Links between mathematical attainment and economic performance, coupled with England’s poor showing in international comparisons of skills, have focussed attention on post-16 mathematics education, for example, in the UK Government’s 2017 Industrial Strategy. Whilst high-stakes academic qualifications at 16 (GCSE) and 18 (A-level) have stood the test of time, the ‘forgotten third’ of students in England’s Further Education colleges have fared les…
Reassessing the economic value of advanced level mathematics
In the late 1990s, the economic return to Advanced level (A‐level) mathematics was examined. The analysis was based upon a series of log‐linear models of earnings in the 1958 National Child Development Survey (NCDS) and the National Survey of 1980 Graduates and Diplomates. The core finding was that A‐level mathematics had a unique earnings premium of 7–10% at age 33. In recent years, this finding has contributed to the government's agenda of incr…
The Impact of Research on Policy
The relationship between research and policymaking has been discussed repeatedly. However, the debate tends to be in general, abstract terms or from a macroeconomic perspective with any examples described in a fairly cursory way. Despite the inherent complexity of the research-policy interface, analyses tend to homogenise ‘research’ and ‘policy’ as coherent entities with discussions often focusing on products (research and policies) rather than o…
Investigating participation in Advanced level mathematics
There has, for some years, been a growing concern about participation in university-entrance level mathematics in England and across the developed world. Extensive statistical analyses present the decline but offer little to help us understand the causes. In this paper we explore a concern which cannot be explored through national data-sets, namely the retention of mathematics students on Advanced level (A-level) mathematics courses. Drawing on s…
Conditions for linking school mathematics and moral education
New regimes of truth
School self‐evaluation and its impact on teachers' work in England
This study, based on in‐depth interview data from a sample of schools in the midlands of England, offers an analysis of UK teachers' perceptions and understandings of school self‐evaluation at a point when national accountability procedures have required that all schools complete and constantly update a web‐based self‐evaluation schedule, which is then used as the basis for high‐stakes external inspection. School systems and cultures of self‐eval…
Choosing teachers
Using metaphor in mathematics teacher preparation
School transfer and the diffraction of learning trajectories
School transfer acts like a prism, diffracting children’s social and learning trajectories. In this paper I explore this sociological effect through two case studies of children moving from the primary to the secondary school. The impacts of the school, peer and family fields are explored using Bourdieu’s theory of practice, and shifts in the relative power of these fields are traced across the primary–secondary interface. My analysis explains wh…
Learning landscapes
This article explores the metaphor of learning landscapes, a tool developed in order to map children's experiences of, and attitudes to, learning (mathematics) before and after the transfer from primary to secondary school. Firstly, the continuing problems surrounding school transfer and why a re‐examination of this is required are considered. Secondly, as background to the metaphor, the sociocultural influences which impinge on educational proce…
School transfer and social relocation
This article explores the mechanisms through which teachers in secondary schools form first impressions of, and judgements about, children. It considers how systemic, historic, academic, behavioural, and stylistic teacher judgements combine to form biased impressions that tend to disadvantage children from lower social classes. It focuses on one case study, which formed part of a larger Bourdieuan analysis of the primary-secondary interface. It c…
New regimes of truth
Reassessing the economic value of advanced level mathematics
In the late 1990s, the economic return to Advanced level (A‐level) mathematics was examined. The analysis was based upon a series of log‐linear models of earnings in the 1958 National Child Development Survey (NCDS) and the National Survey of 1980 Graduates and Diplomates. The core finding was that A‐level mathematics had a unique earnings premium of 7–10% at age 33. In recent years, this finding has contributed to the government's agenda of incr…
Using metaphor in mathematics teacher preparation
School self‐evaluation and its impact on teachers' work in England
This study, based on in‐depth interview data from a sample of schools in the midlands of England, offers an analysis of UK teachers' perceptions and understandings of school self‐evaluation at a point when national accountability procedures have required that all schools complete and constantly update a web‐based self‐evaluation schedule, which is then used as the basis for high‐stakes external inspection. School systems and cultures of self‐eval…
School transfer and the diffraction of learning trajectories
School transfer acts like a prism, diffracting children’s social and learning trajectories. In this paper I explore this sociological effect through two case studies of children moving from the primary to the secondary school. The impacts of the school, peer and family fields are explored using Bourdieu’s theory of practice, and shifts in the relative power of these fields are traced across the primary–secondary interface. My analysis explains wh…
Learning landscapes
This article explores the metaphor of learning landscapes, a tool developed in order to map children's experiences of, and attitudes to, learning (mathematics) before and after the transfer from primary to secondary school. Firstly, the continuing problems surrounding school transfer and why a re‐examination of this is required are considered. Secondly, as background to the metaphor, the sociocultural influences which impinge on educational proce…
School transfer and social relocation
This article explores the mechanisms through which teachers in secondary schools form first impressions of, and judgements about, children. It considers how systemic, historic, academic, behavioural, and stylistic teacher judgements combine to form biased impressions that tend to disadvantage children from lower social classes. It focuses on one case study, which formed part of a larger Bourdieuan analysis of the primary-secondary interface. It c…
School transfer and social relocation
This article explores the mechanisms through which teachers in secondary schools form first impressions of, and judgements about, children. It considers how systemic, historic, academic, behavioural, and stylistic teacher judgements combine to form biased impressions that tend to disadvantage children from lower social classes. It focuses on one case study, which formed part of a larger Bourdieuan analysis of the primary-secondary interface. It c…
Learning landscapes
This article explores the metaphor of learning landscapes, a tool developed in order to map children's experiences of, and attitudes to, learning (mathematics) before and after the transfer from primary to secondary school. Firstly, the continuing problems surrounding school transfer and why a re‐examination of this is required are considered. Secondly, as background to the metaphor, the sociocultural influences which impinge on educational proce…
Using metaphor in mathematics teacher preparation
School transfer and the diffraction of learning trajectories
School transfer acts like a prism, diffracting children’s social and learning trajectories. In this paper I explore this sociological effect through two case studies of children moving from the primary to the secondary school. The impacts of the school, peer and family fields are explored using Bourdieu’s theory of practice, and shifts in the relative power of these fields are traced across the primary–secondary interface. My analysis explains wh…
Choosing teachers
Conditions for linking school mathematics and moral education
New regimes of truth
School self‐evaluation and its impact on teachers' work in England
This study, based on in‐depth interview data from a sample of schools in the midlands of England, offers an analysis of UK teachers' perceptions and understandings of school self‐evaluation at a point when national accountability procedures have required that all schools complete and constantly update a web‐based self‐evaluation schedule, which is then used as the basis for high‐stakes external inspection. School systems and cultures of self‐eval…
Investigating participation in Advanced level mathematics
There has, for some years, been a growing concern about participation in university-entrance level mathematics in England and across the developed world. Extensive statistical analyses present the decline but offer little to help us understand the causes. In this paper we explore a concern which cannot be explored through national data-sets, namely the retention of mathematics students on Advanced level (A-level) mathematics courses. Drawing on s…
Reassessing the economic value of advanced level mathematics
In the late 1990s, the economic return to Advanced level (A‐level) mathematics was examined. The analysis was based upon a series of log‐linear models of earnings in the 1958 National Child Development Survey (NCDS) and the National Survey of 1980 Graduates and Diplomates. The core finding was that A‐level mathematics had a unique earnings premium of 7–10% at age 33. In recent years, this finding has contributed to the government's agenda of incr…
The Impact of Research on Policy
The relationship between research and policymaking has been discussed repeatedly. However, the debate tends to be in general, abstract terms or from a macroeconomic perspective with any examples described in a fairly cursory way. Despite the inherent complexity of the research-policy interface, analyses tend to homogenise ‘research’ and ‘policy’ as coherent entities with discussions often focusing on products (research and policies) rather than o…
The waxing and waning of functional skills mathematics
There have been repeated attempts to establish mathematics qualifications for lower attaining students aged 16 years and over on vocational pathways in England. In 2004, the Tomlinson Report proposed Functional Mathematics and this paper examines the trajectory of this qualification (later Functional Skills mathematics) through analysis of policy literatures over the last twenty years and empirical data from two studies in Further Education colle…
Mathematics curriculum waves within vocational education
Links between mathematical attainment and economic performance, coupled with England’s poor showing in international comparisons of skills, have focussed attention on post-16 mathematics education, for example, in the UK Government’s 2017 Industrial Strategy. Whilst high-stakes academic qualifications at 16 (GCSE) and 18 (A-level) have stood the test of time, the ‘forgotten third’ of students in England’s Further Education colleges have fared les…
Pursuing systemic improvement through heterarchical school systems
England's schooling landscape is being remodelled and the move from hierarchical to heterarchical modes of governance has implications for systemic change strategies. Balancing local and networked autonomy with centralising policies complexifies choices for schools, creating tensions that this article explores through the context of curriculum resourcing policies. In particular, we consider the contemporary case of mathematics textbook schemes in…
Primary school mathematics leaders as brokers of professional learning
Continuing professional development and learning (CPDL) is key to educational quality and teacher retention, yet the remodelling of England’s school system in recent years has shifted roles and responsibilities for this important work. This article reports on a recent investigation into the CPDL work of mathematics subject leaders in 19 primary schools in three locality case studies, drawing on analysis of 57 interviews and using Harris’ four dim…
Beyond school geography
Like many university subjects, geography degrees have quantitative elements that build on students’ prior mathematical competence. Although much work has been done to ensure that relevant mathematical skills are embedded in the curriculum for A-level geography, less attention has been given to the role played by other A-level subjects. Using national higher education data for undergraduate students enrolled on geography degrees in England and Wal…
Mathematics education (13 works) · Psychology (11 works) · Pedagogy (10 works) · Sociology (10 works) · Teacher Education and Leadership Studies (7 works) · Computer Science (6 works) · Epistemology (4 works) · Mathematics (4 works) · Political science (4 works) · Educational Assessment and Improvement (3 works)