Catherine Gripton
Biographic Data
| ID | 5707302 |
|---|---|
| NAME | Catherine Gripton |
| GIVEN NAMES | Catherine |
| FAMILY NAME | Gripton |
| SIGNATURE | GRIPTON C |
| AFFILIATIONS | University of Nottingham |
| ORCID | 0000-0003-1832-9480 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
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…
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…
Developing mathematical patterning in ECE classrooms
Research shows that attention to pattern and structure is fundamental to mathematical learning and attainment yet early mathematics curricula in England underplay the importance of patterning. In a critical realist notion of powerful knowledge, pattern teaching has the potential to empower children to notice patterns, mathematise their everyday experiences and engage in mathematical sense-making. This study investigated how to harness this potent…
Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years
BACKGROUND: There is a growing evidence base for the importance of spatial reasoning for the development of mathematics. However, the extent to which this translates into practice is unknown. AIMS: We aimed to understand practitioners' perspectives on their understanding of spatial reasoning, the extent to which they recognize and implement spatial activities in their practice, and the barriers and opportunities to support spatial reasoning in th…
Children’s lived experiences of ‘ability’ in the Key Stage One classroom
Within the wealth of research on ‘ability’ in education, there is a missing perspective: the perspective of the child. Whilst ‘ability’ informed practices such as ‘ability’ grouping are commonplace in the UK, how these are experienced by the young child has previously received only limited attention in research. Using case study evidence, this article demonstrates that children’s lived experiences of ‘ability’ are highly individual and shaped by …
No prominent works on this page.
Children’s lived experiences of ‘ability’ in the Key Stage One classroom
Within the wealth of research on ‘ability’ in education, there is a missing perspective: the perspective of the child. Whilst ‘ability’ informed practices such as ‘ability’ grouping are commonplace in the UK, how these are experienced by the young child has previously received only limited attention in research. Using case study evidence, this article demonstrates that children’s lived experiences of ‘ability’ are highly individual and shaped by …
Developing mathematical patterning in ECE classrooms
Research shows that attention to pattern and structure is fundamental to mathematical learning and attainment yet early mathematics curricula in England underplay the importance of patterning. In a critical realist notion of powerful knowledge, pattern teaching has the potential to empower children to notice patterns, mathematise their everyday experiences and engage in mathematical sense-making. This study investigated how to harness this potent…
Practitioners' perspectives on spatial reasoning in educational practice from birth to 7 years
BACKGROUND: There is a growing evidence base for the importance of spatial reasoning for the development of mathematics. However, the extent to which this translates into practice is unknown. AIMS: We aimed to understand practitioners' perspectives on their understanding of spatial reasoning, the extent to which they recognize and implement spatial activities in their practice, and the barriers and opportunities to support spatial reasoning in th…
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…
Psychology (4 works) · Developmental psychology (3 works) · Mathematics Education and Teaching Techniques (3 works) · Pedagogy (3 works) · Teacher Education and Leadership Studies (3 works) · Computer Science (2 works) · Mathematics education (2 works) · Sociology (2 works) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work)