Academic staff

Modules taught

Postgraduate PGCE

• P70326 The Excellent Practitioner
• P70327 Key Issues in Learning and Teaching
• P70328  Supporting evidence informed practice
• U77112 Mathematics 3-7

Masters in Education

• P700500 Mentoring and Coaching in Education

Supervision

Doctoral students

Bayazit, I. (2005). The relationship between teaching and learning through the context of functions. Unpublished PhD thesis. University of Warwick, UK.  Jointly supervised with Eddie Gray.

 Ingram, J. (2012)Whole class interaction in the mathematics classroom: A conversation analytic approach Unpublished PhD thesis. University of Warwick, UK.  Jointly supervised with Keith Richards.

 Kambouri, M. (2012)Early Years Teaching of Science in Cyprus: Appreciation of Young Children’s PreconceptionsUnpublished PhD thesis. University of Warwick, UK.  Jointly supervised with Michael Cassidy

Wicks, K. (2014) An exploration of adults' perceptions in identifying strategies to support them in learning mathematics as they embark on an undergraduate degree course in Applied Education Studies. Unpublished EdD thesis. University of Warwick, UK. Solo supervision

Armaou, M. (2014) Teachers perceptions of job resources. Unpublished PhD thesis. University of Warwick, UK.  Jointly supervised with Janet Goodall.

Findon, M. (2015) The impact of national approaches to early years education on the the cultivation of creativity in young children- a tale of two systenms. Unpublished PhD thesis, University of Warwick, UK. Jointly supervised with Michael Wyness

Qureshi, N. (2016) Professional Development of Teacher Educators: Challenges and Opportunities. Unpublished PhD thesis. University of Warwick, UK.   First supervisor, jointly supervised with Janet Goodall.

Clifford, E. (2016) A study into how pupils with Asperger Syndrome and High Functioning Autism experience mathematics in the classroom. Unpublished PhD thesis. University of Warwick, UK. Solo supervision

 Currently supervising EdD  students focusing on:

Assessment of writing in the primary school

Transition for learning and teaching of MFL

Marketing students in HEI

Mathematics Education

Research interests

• Teacher education
• Early years and Primary mathematics
• Mentoring and coaching
• Leadership
• Creativity
• Assessment

Research group membership

Mary is the co-lead for the STEAM group in the School of Education which is the largest in the department which is actively involved in research across the subject areas in education

Research grants and awards

(1998) HoDs/Maths skills £1000 with Simpson, A. for a survey of assessment practice in maths degrees.

(2002-3) Part of the Transformational Leadership in Schools Evaluation Project (TliS) in association with leadership research and development, a spin out company of the Leeds University (LRDL) and the National College for School Leadership (NCSL) including membership of the steering group for the project and accreditation of project associates for the delivery of the Transformational Leadership Questionnaire (TLQ).

(2003/4) TTA National Partnership Project Phase III, Using Leading Teachers in ITT. (10k)

(2003) TTA Supporting Assessment Project, authoring materials

(2004) TTA Assessment for learning partnership project. (3k)

(2004-2007) TTA ITE structures systematic literature review.  A three-year funded project. Member of the research team.

Shreeve, A., Bills, L., Husbands, C. Briggs, M., Swatton, P., Still, C., Gillespie, H., Gordon, J., and Browne, A. (2006) Structures, management and process in initial teacher education: a systematic review
Bills, L., Briggs, M., Browne, A., Gillespie, H., Gordon, J., Husbands, C., Phillips, E. Still, C. & Swatton, P. (2008) “The impact of institutional roles, quality assurance and conceptual frameworks on quality in initial teacher education: an exploratory review of selected quality assurance literature”. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
Bills, L., Briggs, M., Browne, A., Gillespie, H., Gordon, J., Husbands, C., Shreeve, A., Still, C. & Swatton, P. (2007) Structures, management and process in initial teacher education: a systematic review. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

(2004/5) Member of SCRAN ICT Learning resource in the early years in Scotland with CEI, University of Warwick.

(2004/5) TTA National Partnership Project Phase IV (Project Leader) Exemplification of Early Years Practice: CD-Rom- Cross regional links between West Midlands and South West 1. (40k)

(2004/5) TTA National Partnership Project Phase IV Member of a video conferencing project in the West Midlands

ESRC (2004/2005) Aubrey, C., Harris, A., Briggs, M. and Muijs, D.  ‘How do they manage? An investigation of early childhood leadership’. (45k)

Aubrey, C., Harris, A., Briggs, M. and Muijs, D. (2004) How do they manage? An investigation of early childhood leadership. Award RES-000-22-1121. Swindon: ESRC.

(2006/7) Member of Partnership Development Cluster Project funded by the TDA focusing on the use of non-standards early years settings for ITE trainee placements. (5k)

(2009) Contract with Paganel Primary School in Birmingham through ‘Bright Spaces’ to support the development of creative approaches to mathematics teaching and learning.  Working across the school from Year 1-6 but mainly in Yrs 3 and 4 focusing on developing mathematics within topic work. (2k)

(2009-2011) Developing Senior Leadership Teams Programme Evaluation (DSLTP) for NSCL member of evaluation team and responsible for case study data collection.

(2009-2011) Consultant for mathematics for Primary National strategy (PNS) and work with ITT ( 21 days a term with involvement with running national events for tutors, production of materials  for DMITT including filming in school and links with institutions running mathematics specialist  MAST-CPD) (30k plus)

(2011) Consultancy for the Teacher Development Agency (TDA) for mathematics in Initial Teacher Education

2012-IATL Case based learning research project- developing CBL with undergraduate students on the Early Childhood Studies degree

(2012) Mathematics consultant for Fish in a Bottle- BBC numeracy KS 1 and 2 materials for teachers and parents and interactive games

(2015) Assessment without levels project with Oxfordshire Local Authority an evaluation of practices in 6 clusters of primary schools

Research projects

Current projects include an on-going comparative research project with the School of Education in Kyoto focusing on mentoring in Initial Teacher Training. Also a refelctive project about becoming a teacher educator researcher.

Books

• Mooney, C., Briggs M., Hansen, A., Fletcher M, McCulloch J., Achieving QTS Primary Mathematics: Teaching Theory and Practice (Eighth Edition), Sage Learning Matters (2018)
  ISBN: 9781526439154
  
• Mooney, C., Briggs M., Hansen, A., Fletcher M, McCulloch J., Achieving QTS Primary Mathematics: Teaching Theory and Practice (Seventh Edition), Learning Matters Sage (2014)
  ISBN: 9781446295595
  
• Briggs, M, Teaching and learning early years mathematics: Subject and Pedagogic Knowledge, Critical (2013)
  ISBN: 978-1-909330-37-5
  

Journal articles

• Prøitz TS, Havnes A, Briggs M, Scott I, 'Learning outcomes in professional contexts in higher education'
  European Journal of Education 52 (1) (2017) pp.31-43
  ISSN: 0141-8211 eISSN: 1465-3435
  Abstract With the policy of developing a, transparent and competitive European higher education sector learning outcomes (LOs) are attributed a foundation stone role in policy and curriculum development. A premise for the implementation of LOs is that they bear fundamentally similar, meaning across national, institutional or professional/disciplinary contexts. In contrast detractors, suggest that LOs cannot communicate precisely across programmes or national boundaries. With this as a backdrop, this investigation analyse how LOs are used to communicate what students are to learn and the extent to which the use of LOs drives standardisation. The analysis is based on a case study of how LOs are formulated in study programme documents in two professional education programmes in Norway and the UK. The findings of the study indicate that LOs can be considered to drive standardisation through the same presentation using bullet points and therefore on the surface being presented in a standardised form. The study also finds that LOs are framed in varied ways in the two countries and within the different study programmes and in a web of interconnected documents, this  ‘local’ structural usage of LOs disrupts the ‘foundation stone’ role of the LO as a vehicle for standardisation and weakens the establishment of sameness across institutions and nations. 
  Website 
• Briggs M, Barr M, 'Writing a book review for Coaching: An International Journal of Theory, Research and Practice'
  Coaching: An International Journal of Theory, Research and Practice 10 (2) (2017) pp.176-179
  ISSN: 1752-1882 eISSN: 1752-1890
  Abstract Book reviews form an important element of our offering to the readerships of this journal. We welcome critical book reviews that help readers decide whether or not the book will be of use to them either personally or professionally, and whether it might be worth considering purchasing the text. This article offers guidelines to potential book reviewers, and we invite your engagement and feedback as we develop the book review section of the journal.
  Website 
• Briggs, M, 'The ‘Right Baggage’ For Mathematics?'
  Philosophy of Mathematics Education Journal x (28) (2014)
  ISSN: 1465-2978
  Website 

Book chapters

• Briggs, M, 'Planning' in Hanson, A (ed.), Primary Professional Studies: Transforming Primary QTS ( Third Edition), Learning Matters Sage (2015)
  ISBN: 9781473916074
  
• Briggs, M, 'Assessment' in Hanson, A (ed.), Primary Professional Studies: Transforming Primary QTS ( Third Edition), Learning Matters Sage (2015)
  ISBN: 9781473916074
  
• Briggs, M, 'Transitions and progression' in Hanson, A (ed.), Primary Professional Studies: Transforming Primary QTS ( Third Edition), Learning Matters (2015)
  ISBN: 9781473916074
  

Conference papers

• Kambouri M, Briggs M, 'The teaching of science in the early years: Do teachers identify children’s preconceptions?'
  (2014)
  ISBN: 978-9963-700-77-6
  

Other publications

• Briggs M, 'Accountability pressures in coaching practice in primary schools'
  (2018) Abstract http://leedsbeckett.ac.uk/-/media/files/research/collectived-feb-2018-issue-2.pdf?la=en
  This paper indicates one aspect of coaching practices in primary schools that is how coaching links to other continuous professional development and accountability processes. What is discussed is part of a project focusing on primary head teachers’ perceptions of coaching in which data collection involved a combination of an on line survey and in depth interviews. The results indicate differences in coaching practice depending upon the degree to which accountability and control is seen as key elements of use of coaching for professional development by the heads for teachers in their schools. This raises questions about the understanding of the coaching process and the locus of control and ownership for teachers being coached.Website 

Books

Briggs, M., Cooke, H., Galpin, B., and Pimm, D. (1994) An ABC of Number. Milton Keynes: Open University. ISBN: 0 7492 2214 X. 123p.

Briggs, M. (1997) Your Role as a Primary School Subject Co-ordinator, London: Hodder & Stoughton ISBN 0 340 67967 0. 177p.

Mooney, C., Briggs, M., Fletcher, M., and McCullouch, J. (2001) Achieving QTS Primary Mathematics: Teaching Theory and Practice. Exeter: Learning Matters. ISBN: 1 903300 04 5. 184p.

Mooney, C., Briggs, M., Fletcher, M., and McCullouch, J. (2002) (second edition) Achieving QTS Primary Mathematics: Teaching Theory and Practice. Exeter: Learning Matters. ISBN: 1-903300-56-8.  184p

Briggs, M., and Pritchard, A. (2002) Using ICT in Primary Mathematics Teaching. Exeter: Learning Matters. ISBN: 1-903300-41-X .71p

Briggs, M., Martin, C., Woodfield, A and Swatton, P. (2003) Assessment for Teaching and Learning in the Primary School. Exeter: Learning Matters. ISBN: 1-903300-74-6. 168p.

Medwell, J with Briggs, M., Neale, J., Palmer, N., and Raper, G. (2005) Successful Teaching Placement: Primary and Early Years. Exeter: Learning Matters ISBN: 1-903300-92-4 pp148

Medwell, J with Briggs, M., Neale, J., Palmer, N., and Raper, G. (2007) (second edition) Successful Teaching Placement: Primary and Early Years. Exeter: Learning Matters. ISBN: 978-1-091-1.149p

Mooney, C., Briggs, M., Fletcher, M., (2007) (third edition) Achieving QTS Primary Mathematics: Teaching Theory and Practice. Exeter: Learning Matters. ISBN: 978 1 84445 099 2 .pp181

Briggs, M. with Davis, S (2007) Creative Teaching: Mathematics in the Early years and Primary Classrooms, London: David Fulton Routledge ISBN: 979 1 84312 462 7 pp154

Briggs, M., Woodfield, A and Swatton, P. Martin, C. (2008) (second edition) Assessment for Teaching and Learning in the Primary School. Exeter: Learning Matters. ISBN 978 1 84445 143 2. pp170

Briggs, I. and Briggs, M. (2009) Developing Early Years Leadership. London: Continuum International Publishing Group ISBN 1847062334. pp168.

Briggs M., Hansen, A, Fletcher M, McCulloch J, (2009) Achieving QTS Primary Mathematics: Teaching Theory and Practice (Fourth Edition) Exeter: Learning Matters Ltd. ISBN: 9781844452774. pp192.

Mooney, C., Briggs M., Hansen, A, Fletcher M, McCulloch J, (2011) Achieving QTS Primary Mathematics: Teaching Theory and Practice (Fifth Edition) Exeter: Learning Matters Ltd. ISBN: 9780857250780. pp192.

Briggs, M and Hansen, A (2012) Play based learning in the primary school. London: Sage Publications. ISBN 9780857028242. pp152

Mooney, C., Briggs M., Hansen, A., Fletcher M., McCulloch J. (2012) Achieving QTS Primary Mathematics: Teaching Theory and Practice (Sixth Edition) Exeter: Learning Matters Ltd ISBN-13: 978-0857259073. pp200

Briggs, M. (2013) Teaching and learning early years mathematics: Subject and Pedagogic Knowledge. Hertfordshire Critical Publishing ISBN 978-1-909330-37-5 pp175

Mooney, C., Briggs M., Hansen, A., Fletcher M, McCulloch J. (2014) Achieving QTS Primary Mathematics: Teaching Theory and Practice (Seventh Edition) London: Sage Learning Matters Ltd ISBN 9781446295595 pp224

Briggs, M. with Davis, S. (2014) Creative Teaching: Mathematics in Primary Classrooms, London: David Fulton Routledge ISBN 780415713863 p171

Chapters in Books

Briggs, M. and Crook, J. (1991) "Bags and Baggage" in Love, E. and Pimm, D. (Eds.), Teaching and Learning Mathematics, London: Hodder and Stoughton ISBN: 0-340-56791-0. pp. 44-55.

Shiu, C. and Briggs, M. (1995) "Learning diaries and mathematics" in S. Dunthorne and C. R. Haines (Eds.) (1996) Mathematics Learning and Assessment Sharing Innovative Practices, London: Edward Arnold ISBN: 0340-645-768. pp. 33-37

Briggs, M. (2005) ‘Creative Mathematics’ in Wilson, A  (Ed.) Creativity in Primary Education: Theory and Practice. Exeter: Learning Matters ISBN: 1844450 139 pp.

Briggs, M. (2009) ‘Creative Mathematics’ in Wilson, A. (Ed.) (Second Edition) Creativity in Primary Education: Theory and Practice. Exeter: Learning Matters

Briggs, M. (2009) ‘Listening Matters’ in Houssart, J and Mason, J. (Eds.)

Listening Counts. Staffordshire: Trentham Books Limited ISBN: 978 1 85856 448 7 pp.45-58

Briggs, M (2011) 'Assessment' in Hansen, A (Ed.) Primary Professional Studies: Transforming Primary QTS, Exeter: Learning Matters ISBN: 9780857252999 pp184-203

Briggs, M (2011) 'Planning' in Hansen, A (Ed.) Primary Professional Studies: Transforming Primary QTS, Exeter: Learning Matters ISBN: 9780857252999 pp.204-223

Briggs, M (2011) 'Transitions and progression' in Hansen, A (Ed.) Primary Professional Studies: Transforming Primary QTS, Exeter: Learning Matters ISBN: 9780857252999pp.81-99

Briggs, M. and van Nieuwerburgh, C (2011) ‘The use of coaching to support educational leadership in primary and secondary schools in the UK’ for a book in Turkey in "Dünyada Mentorluk Uygulamaları" Mentoring Practices around the World" (2012) Yirci, R (ed) Published by Pegem Akademi

van Nieuwerburgh,C and Briggs, M. (2011) 'Coaching in primary schools' in van Nieuwerburgh, C  and Passmore, J. (Eds.)  (2012) Coaching in Education: Getting better results for students, staff and parents, London: Karnac  Books

Briggs, M. (2013) ‘Creative Mathematics’ in Wilson, A.  (Ed.) (2014) Creativity in Primary Education: Theory and Practice. (3^rd Edition) Exeter: Learning Matters 

Briggs, M (2015) 'Transitions and progression' in Hansen, A (Ed.) (third edition) Primary Professional Studies: Transforming Primary QTS, Exeter: Learning Matters ISBN: 9781473916074 p111-129

Briggs, M (2015) 'Assessment' in Hansen, A (Ed.) (third edition) Primary Professional Studies: Transforming Primary QTS, Exeter: Learning Matters ISBN: 9781473916074 p243-265

Briggs, M (2015) 'Planning' in Hansen, A (Ed.) (third edition) Primary Professional Studies: Transforming Primary QTS, Exeter: Learning Matters ISBN: 9781473916074 p266-287

Briggs, M. (2017) ‘Early years Mathematics’ in Mooney, C., Briggs M., Hansen, A., Fletcher M, McCulloch J. (2018) Achieving QTS Primary Mathematics: Teaching Theory and Practice (Eighth Edition) London: Sage Learning Matters ISBN: 9781526439154 

Briggs, M (2018) 'Transitions and progression' in Hansen, A (Ed.) (fourth edition) Primary Professional Studies: Transforming Primary QTS, Exeter: Learning Matters ISBN: 9781526428196 p127-145

Briggs, M (2018) 'Assessment' in Hansen, A (Ed.) (Fourth edition) Primary Professional Studies: Transforming Primary QTS, Exeter: Learning Matters ISBN: 9781526428196  p289-311

Briggs, M (2018) 'Planning' in Hansen, A (Ed.) (fourth edition) Primary Professional Studies: Transforming Primary QTS, Exeter: Learning Matters ISBN: 9781526428196 p312-334

Briggs, M (2018) ‘Assessment’ in Primary Teaching: An exploration of learning and teaching in primary schools today Carden, C (Ed.) London: Sage (in press)

Briggs, M (2018) ‘The informed practitioner’ in Wild, M. (Ed) (2018) Professional Dialogues in the Early Years: Re-discovering Early Years Pedagogy and Principles, Hertfordshire Critical Publishing pp 65-80

 

 

Edited Books

Murphy, P., Selinger, M., Bourne, G., and Briggs, M. (Eds.) (1995) Subject Learning in the Primary Curriculum: Issues in English, Science and Mathematics, London: Routledge ISBN 0-415-12537-5. 331p.

Teaching materials

Selinger, M and Briggs, M. (1994) Open University PCGE Primary Mathematics Curriculum. Milton Keynes: Open University SUP:286456. 335p.

Briggs, M. (1994) E635 Subject Co-ordination in the Primary Curriculum. Milton Keynes: Open University (Pilot materials) 139p.

Banks, F., Briggs, M., Shelton-Mayes, A., and Prescott, W. (1995) E830 Mentoring. Masters module. Milton Keynes: Open University ISBN: 0 7492 4576 X. 124p.

Murphy, P with Bourne, J., Briggs, M., and Selinger, M (1995) E832 Primary Education: The Basic Curriculum. Master module. Milton Keynes: Open University ISBN: 0 7492 3402 4. 154p.

Briggs, M. (1995) E660 Specialist Teaching Assistants Course.  Mathematics Curriculum Materials. Milton Keynes: Open University 50p.

Briggs, M., Mason, J., Pimm, D., and Selinger, M. (1996) ME822 Researching Mathematics Classrooms. Master Module. Milton Keynes: Open University. SUP:263268. 181p.

Briggs, M. (1996) Unit 2 Early years: Education and Care. In EU208 Issues in Education, Block 2 Family and School. Milton Keynes: Open University. ISBN :0 7492 75669. 50p.

Hancock, R. and Briggs, M. (2003) ‘Role and Responsibilities’. Study topic 2. E123 part of the OU Foundation Degree for teaching assistants and early years practitioners. SUP: 6753 6. 38p.

Briggs, M. and Devereux, J. (2003) ‘Growing and developing.’ Study topic11. E123 part of the OU Foundation Degree for teaching assistants and early years practitioners. SUP: 62214 0. 34p

Briggs, M (2011-2) Mathematics Textbook for Grade 4 for Abu Dhabi, Two teachers books, two pupils books, two workbooks and an enquiry and activity book. 

Articles in Refereed Journals

Briggs, M. (1992) "Bags and Baggage revisited (or another suitcase for the rack)”, Mathematics Education Review, No 2. January 1993. pp. 16-20.

Briggs, M. (1993) "Unpacking your bags", Mathematics Education Review, No4, May 1994. pp. 15-24.

Briggs, M. (1994) "Automathsbiographies" for Life Histories and Learning:  Language, the self and Evaluation.  An Interdisciplinary Residential Conference at the University of Sussex, Brighton, UK 19-21 September 1994. pp. 24-28.

Briggs, M. (1998) “The right baggage?” In Olivier,A. and Newstead,K. (1998) (eds) Proceedings of the 22^nd Conference of the International Group for the Psychology of Mathematics Education, Stellenbosch, South Africa. Volume 2. pp. 152-159.

Ainley, J. and Briggs, M. (1999) “Building and Assessing Subject knowledge in Mathematics for Pre-service Students”, Teacher Development. ISBN 1366-4530 Vol3, No2, pp. 239-261.

Muijs, D., Aubrey, C., Harris, A., and Briggs, M. (2004) ” How do they manage? Research on Leadership in Early Childhood”. Journal of Early Childhood Research, ISBN: 1476-718X. Vol2. No2. Pp.157-169.

Bills, L., Briggs, M., Browne, A., Gillespie, H., Gordon, J., Husbands, C., Shreeve, A., Still, C. & Swatton, P. (2007) Structures, management and process in initial teacher education: a systematic review. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

Bills, L., Briggs, M., Browne, A., Gillespie, H., Gordon, J., Husbands, C., Phillips, E. Still, C. & Swatton, P. (2008) “The impact of institutional roles, quality assurance and conceptual frameworks on quality in initial teacher education: an exploratory review of selected quality assurance literature”. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

Ingram, J., Briggs, M. and Johnston-Wilder, P. (2011). Turn-taking in the mathematics classroom.  In Pytlak, M., Swoboda, E. and Rowland, T. eds. Proceedings of the Seventh Congress of the European Society for Research in Mathematics Education, Rzeszow, Poland, 9th-13^th February.

Briggs, M and van Neieuwerburgh, C, (2011) 'The development of peer coaching skills in primary school children in years 5 and 6.  Procedia - Social and Behavioral Sciences 9 (239), 1415 - 1422

Briggs, M and van Neieuwerburgh, C, (2011) ‘Ways of Working’ Coaching: An International Journal of Theory, Research and Practice. 4 (2), 163 - 167
Kambouri, M. and Briggs, M. (2014) ‘The teaching of science in the early years: Do teachers identify children’s preconceptions’. Science Education Research For Evidence-based Teaching and Coherence in Learning (Proceedings of the ESERA 2013 Conference) 978-9963-700-77-6

Briggs, M. (2014). The ‘Right Baggage’ For Mathematics?  Philosophy of Mathematics Education Journal.  No. 28.  (October, 2014)

Briggs, M and Barr, M. (2017) ‘Writing a book review for Coaching: An International Journal of Theory, Research and Practice’ Coaching:An International Journal of Theory, Research and Practice p x-x DOI : 10.1080/17521882.2017.1281983.

Prøitz TS, Havnes A, Briggs M, Scott I. (2017) 'Learning outcomes in professional contexts in higher education'. European Journal of Education; 52:31–43

Journal articles

Briggs, M. (1997) “Teachers conceptions of the domain of mathematics and its effect on teaching in primary classrooms” In Pehknonen, E. (ed.) (1997) Proceedings of the 21st Conference of the International Group for the Psychology of Mathematics Education, Lahti, Finland. Volume 1. p. 220.

Briggs, M and Simpson, A. (1998) “Outline Survey of Assessment Practices in University Mathematics”. In Edwards, P. (Ed.) Undergraduate Mathematics Teaching Conference. Sheffield: Sheffield Hallam University Press ISBN: 0 86339 866 9. pp. 21-23.

Briggs, M. (1998) “Why am I counting fish, miss?” 3^rd International Warwick Early Years conference presentation.

Briggs, M. and Crook, J (1999). “Shaping up, possibilities and constraints”.

Mathematics Teaching. No. 168. pp. 45-47.

Briggs, M (2000) “Feel free to be flexible”. Special Children. Hertfordshire:

Questions ISSN: 0951-6875. pp. 1-8.

Wilson, K and Briggs, M. (2002) “Able and gifted: a case study of year 6 children” In Cockburn, A.D. and Nardi, E. (eds.) (2002) Proceedings of the 26^th Conference of the International Group for the Psychology of Mathematics Education, University of East Anglia, UK. Volume 1. pp. 328

Wilson, K. and Briggs, M. (2002) Able and gifted: Judging by appearances? Mathematics Teaching No 180. pp. 34-36

Briggs, M., Daniell, J., Farncombe, J., Lenton, N., and Stonehouse, A., (2002) Wizarding Maths. Mathematics Teaching. No 180. pp. 23-27

Alimo-Metcalf, B., Alban-Metcalf, J., and Briggs, M. (2003) “Transformational Leadership in Schools: An Interim Report” Conference Presentation at BERA at Heriot-Watt University

Ingram,J., Briggs, M. and Johnston-Wilder, P. (2009) ‘Simon Says: Direction in Dialogue’ Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 29(3) November 2009

Ingram, J., Johnston-Wilder, P. and Briggs, M. (2010). The affordances and constraints of turn taking in the secondary mathematics classroom.  Joubert, M. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 30(2). Nottingham, 19^th June.

Briggs, M and van Neieuwerburgh, C, (2010) 'The development of peer coaching skills in primary school children in years 5 and 6.' at World conference on learning, teaching and administration, 2010, Cairo, Eygpt

Ingram, J., Briggs, M., and Johnston-Wilder, P. (2011).  Turn-taking in the mathematics classroom.  Proceedings of the Seventh Congress of the European Society for Research into Mathematics Education. February 9^th -13^th, Rzeszow, Poland

Ingram, J., Briggs, M., Richards, K. and Johnston-Wilder, P. (2011). The discursive construction of learning mathematics.  In: Smith, C. ed. Proceedings of the British Society for Research into Learning Mathematics 31(2), Leeds, 11^th June.

Briggs, M. (2011). Case study on the Learning by Reflecting on a Primary PGCE course. ITE matters, National Centre for Excellence in the Teaching of Mathematics

Briggs, M and van Neieuwerburgh, C, (2011) ‘Coaching Cultures for
Learning: A Case Study’ at 6^th International Conference on Interdisciplinary Social Sciences. New Orleans, USA

Ingram, J., Briggs, M., Richards, K., Johnston-Wilder, P. (2011) ‘The Discursive Construction of Learning Mathematics’ in Smith, C. (Ed.) Proceedings of the British Society for Research into Learning Mathematics 31(2) June 2011

Briggs, M and van Neieuwerburgh, C, (2011) ‘Coaching Cultures: The Child’s Perspective’ at 4^th International Conference of Education, research and innovation. Madrid (Spain).

Briggs, M. (2012) ‘Assessing with Prezi’.Inted 2012 Valencia, Spain

Briggs, M. (2015) ‘Coaching Programmes for Australian Teachers: An empirical study’ SGCP 5^Th European Coaching Psychology Conference: Breaking New Ground, London

Fenwick, C and Briggs, M (2016) ‘Blogging as a summative assignment in Teacher Education: developing the professional, the academic and the digital’.  The 2016 Social Media for Learning in higher Education conference. Sheffield Hallam

Briggs, M. (2017) ‘The role of mentoring in developing teacher identity in the UK and Japan’ Conference Presentation at BERA at University of Brighton

Briggs, M (2018) ‘Accountability pressures in coaching practice in primary schools’ p 11-15, CollectivED [2], Carnegie School of Education, Leeds Beckett University. http://leedsbeckett.ac.uk/-/media/files/research/collectived-feb-2018-issue-2.pdf?la=en

Obermeier, A., Briggs, M., Sakade, N., Nishii, K. (2018). Different Lenses on Reflective Practice: Teacher training in Japan and England. Kyoto University of Education Bulletin, 133, pp. xx-xx.

Briggs, M. (2018) ‘Mathematics in the early years : A bolder start' ‘Better Beginnings: An Early Years Special Issue'  FORUM Volume 60 Number 3, Oct 2018 pp 317-326 (www.wwwords.co.uk/FORUM)

Membership of professional bodies

Membership of professional bodies

Founding Fellow of the Chartered College of Teaching (FCCT)

Chartered Mathematics Teacher (CMathTeach)

Senior Fellow of Higher Education Academy (SFHEA)

Graduate member of BPS

Member of Association of Teachers of Mathematics (ATM)

Member of Association of Mathematics Education teachers (AMET)

 Member of British Society for research into Learning Mathematics (BSRLM)

Member of The British Association for Early Childhood Education (Early Education),

Member of the EMCC Coaching Network (Shakespeare Country Group)

Member of British Educational Leadership, Management and Administration Society (BELMAS)

Fellow of the Royal Society of Arts (FRSA)

Association for Professional Executive Coaching and Supervision (APECS) 

Reviewer roles

ESRC- reviewer of small grant bids and respondent for project reports

Educational Management Administration & Leadership- reviewer of articles for publication

Journal of Early Childhood Research- reviewer of articles for publication

Educational Action Research- reviewer of articles for publication

Journal of Teacher Education and Educators- reviewer of articles for publication

Coaching: An International Journal of Theory, Research & Practice- reviewer of articles for publication

British Journal of Educational Technology- reviewer of articles for publication

The Higher Education Academy- reviewer for teaching bids (2011)

The Higher Education Academy- reviewer for teaching development bids (2012)

Various publishers- reviewer for book proposals

Book reviews editor for Coaching: An International Journal of Theory, Research and Practice (2011- )

ICERI2012 Advisory Board member.

Reviewer for Teaching Development Grant Applications for Higher Education Academy (2012)

Rapporteur for ESRC RES-000-22-3201 (2012)

Reviewer for applications for the Collaborative Round of Teaching Development Grants for Higher Education Academy (2013)

The Higher Education Academy- review for the national teaching fellowship scheme (2011-2018)

International Editorial Board of Educational Process: International Journal- Member of editorial board (2015-).

National Research Foundation (NRF) South Africa Peer Review of research (2016)

Associate editor for (BeJLT) HejLT(2016--)

(2018) Advance HE, reviewer for the Collaborative Award for Teaching Excellence

(2018) Advance HE, reviewer for the National Teaching Fellowship Scheme

Consultancy

1998) HoDs/Maths skills £1000 with Simpson, A. for a survey of assessment practice in maths degrees.

(2002-3) Part of the Transformational Leadership in Schools Evaluation Project (TliS) in association with leadership research and development, a spin out company of the Leeds University (LRDL) and the National College for School Leadership (NCSL) including membership of the steering group for the project and accreditation of project associates for the delivery of the Transformational Leadership Questionnaire (TLQ).

(2003/4) TTA National Partnership Project Phase III, Using Leading Teachers in ITT. (10k)

(2003) TTA Supporting Assessment Project, authoring materials

(2004) TTA Assessment for learning partnership project. (3k)

(2004-2007) TTA ITE structures systematic literature review.  A three-year funded project. Member of the research team.

Shreeve, A., Bills, L., Husbands, C. Briggs, M., Swatton, P., Still, C., Gillespie, H., Gordon, J., and Browne, A. (2006) Structures, management and process in initial teacher education: a systematic review
Bills, L., Briggs, M., Browne, A., Gillespie, H., Gordon, J., Husbands, C., Phillips, E. Still, C. & Swatton, P. (2008) “The impact of institutional roles, quality assurance and conceptual frameworks on quality in initial teacher education: an exploratory review of selected quality assurance literature”. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
Bills, L., Briggs, M., Browne, A., Gillespie, H., Gordon, J., Husbands, C., Shreeve, A., Still, C. & Swatton, P. (2007) Structures, management and process in initial teacher education: a systematic review. In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.

(2004/5) Member of SCRAN ICT Learning resource in the early years in Scotland with CEI, University of Warwick.

(2004/5) TTA National Partnership Project Phase IV (Project Leader) Exemplification of Early Years Practice: CD-Rom- Cross regional links between West Midlands and South West 1. (40k)

(2004/5) TTA National Partnership Project Phase IV Member of a video conferencing project in the West Midlands

ESRC (2004/2005) Aubrey, C., Harris, A., Briggs, M. and Muijs, D.  ‘How do they manage? An investigation of early childhood leadership’. (45k)

Aubrey, C., Harris, A., Briggs, M. and Muijs, D. (2004) How do they manage? An investigation of early childhood leadership. Award RES-000-22-1121. Swindon: ESRC.

(2006/7) Member of Partnership Development Cluster Project funded by the TDA focusing on the use of non-standards early years settings for ITE trainee placements. (5k)

(2009) Contract with Paganel Primary School in Birmingham through ‘Bright Spaces’ to support the development of creative approaches to mathematics teaching and learning.  Working across the school from Year 1-6 but mainly in Yrs 3 and 4 focusing on developing mathematics within topic work. (2k)

(2009-2011) Developing Senior Leadership Teams Programme Evaluation (DSLTP) for NSCL member of evaluation team and responsible for case study data collection.

(2009-2011) Consultant for mathematics for Primary National strategy (PNS) and work with ITT ( 21 days a term with involvement with running national events for tutors, production of materials  for DMITT including filming in school and links with institutions running mathematics specialist  MAST-CPD) (30k plus)

(2011) Consultancy for the Teacher Development Agency (TDA) for mathematics in Initial Teacher Education

2012-IATL Case based learning research project- developing CBL with undergraduate students on the Early Childhood Studies degree

(2012) Mathematics consultant for Fish in a Bottle- BBC numeracy KS 1 and 2 materials for teachers and parents and interactive games

(2015) Assessment without levels project with Oxfordshire Local Authority an evaluation of practices in 6 clusters of primary schools

Other experience

Invited Lectures and Seminars.

Briggs, M. (1992) ‘Curriculum planning’, Westminster College, Oxford.

Briggs, M.  (1992) ‘Record keeping’, Westminster College, Oxford.

Briggs, M.  (1993) Facilitator at CME/CSE Conference on the future of in-service.

Briggs, M. (1995) ‘Number in Key Stage 1 and 2’ Buckinghamshire LEA.

Briggs, M. (1996) ‘Assessment and recording in a thematic environment', Keynote address at Co-ordinators' Conference for Mathematics 'Do we practice what we preach? City and County of Swansea.

Briggs, M. (1995) and (1997) 'The Role of the Curriculum Co-ordinator in the Primary School'. Lead lecture for OU PGCE Primary students at day schools in Region 2.

Briggs, M.  (1996) “Raising the Roof”.  Presentation to primary working group at the International Congress of Mathematics Education. Seville, Spain.

Briggs, M. (1998) ‘Planning and Assessing Mathematics’. Workshop at ‘Mathematics in Early Childhood’ at Institute of Education, University of London.

Briggs, M. (1999) ’ National Numeracy Strategy’. Talk on NNS for the Centre for Education and Industry, Warwick University.

Briggs, M. (2000) “Why am I counting fish, miss?” Presentation at the 3^rd International Warwick Early Years Conference, University of Warwick.

Briggs, M. (2000) ‘Warwick classroom planning formats for Initial Teacher Training’. Invited talk about planning formats given to students at the regional forum for the NNS.

Briggs, M. (2003) ‘Early years and Initial teacher Education in England’, University of South Australia.

Briggs, M. (2003) ‘Inspection and Mathematics teaching in England’, The University of Waikato, Hamilton, New Zealand

Briggs, M. (2004) ‘Leading the person in charge’ Conceptualising Childhood BERC sic conference, University of Warwick.

Briggs, M. and Palmer, N. (2004) ‘Video-conferencing lessons in an early years classroom’, Provision and Practice in Early years Initial Teacher Training, Birmingham

Briggs, M. (2004) ‘Navigating the Tensions’, Provision and Practice in Early years Initial Teacher Training, Birmingham

Briggs, M.  (2005) ‘Early year Projects’, School of Education, University of Brighton.

Briggs, M. (2007) ‘The Challenges of Partnership - Early Years’ APTE conference York

Briggs, M. (2013) ‘Why vary place and pace of learning’. Designing Flexible Interdisciplinary cases for learning The Higher Education Academy seminar series Warwick.

Briggs, M. (2013)’ Language unifying or dividing?’ STARS project: Xiehe Conference, Shanghai, China

Briggs, M. (2013) ‘Mentoring, coaching, teaching, do definitions matter?’ 1^st UK Coaching in Education Conference, Wellington College Berkshire 

Briggs, M. (2013) ‘Technology, Globalisation and Teacher Identity’ Kyoto symposium, Oxford Brookes

Briggs, M (2014) ‘Coaching in education’ UEL

Briggs, M. (2015) ‘Mentoring in ITE in the UK’ Kyoto symposium, Oxford Brookes

Briggs, M. (2015) ‘What differences and similarities exist in initial teacher education between Japan and UK?’ Kyoto Symposium, Kyoto.

Briggs, M (2015) ‘Research possibilities and data collection’ Kyoto Symposium, Kyoto

Briggs, M (2016) ‘The development of teacher identity’ Kyoto Symposium, Kyoto

Briggs, M (2017) ‘Mentoring’ Bridge Builder Mentoring, Epsom

 

External Courses Taught

Open University.
E627 [Mathematics in the Primary Curriculum] (1992),
EM236 [Learning and Teaching Mathematics] (1993),
Easter School E819 [Curriculum, Learning and Assessment] (1993),
PGCE E880 (1994-97) [Primary course] and mentor for two new tutors.

E832 [Primary Education, the basic curriculum], masters module (1998) and mentor for a new tutor.

E836 [Curriculum, Learning and Assessment], masters module (1999/2000)

E842 [Developing Practice in Primary Education], masters module (2001/02)

 

Other courses

Briggs, M. (1993) PrIME Course for Buckinghamshire LEA.

Briggs, M. (1993a) Early years maths course for Buckinghamshire LEA.

Briggs, M. (1993b) Early years maths course for Buckinghamshire LEA 

Briggs, M. (1994) Early years maths course for Buckinghamshire LEA.

Briggs, M (1996a) Using and applying maths in-service day for two Buckinghamshire schools.

Briggs, M. (1996b) Number in mathematics in-service day for Buckinghamshire.
Briggs, M. (1997/8a). GEST courses for Warwickshire LEA

Briggs, M. (1997/8b). GEST courses for Coventry LEA

Briggs, M. (1998a) Early years planning and learning sessions (x3).

Briggs, M (1998b) Early years Christmas Maths and Science session.

Briggs, M (2000a) Early years maths session for Girls School Association.

Briggs, M (2000b) ICT across the curriculum for Girls School Association.

Briggs, M (2001a) Mathematics for KS 1 for Girls School Association.

Briggs, M (2001b) Mathematics for KS 2 for Girls School Association.

Briggs, M (2001) BPhilEd (Warwick) Module on Mathematics Teaching and Learning in Nairobi, Kenya

Briggs, M (2002) Supporting children with SEN in KS 1 and the early years in

Mathematics lessons for Lincolnshire.

Briggs, M (2002) FOBISSEA conference at University of Warwick workshop on observing teaching.

Briggs, M (2002) FOBISSEA conference at University of Warwick workshop on differentiation.

Briggs, M. (2003) TTA: Assessment seminars for regional mentors and HEI providers.

Briggs, M. (2003) FOBISSEA conference at University of Warwick workshop on Primary and Early years Mathematics Teaching.

Briggs, M. (2003) FOBISSEA conference at University of Warwick workshop on Differentiation and Challenge.

Briggs, M (2004) BPhilEd (Warwick) Module on Mathematics Teaching and Learning in Nairobi, Kenya

Briggs, M. (2011) ECCE (Warwick) Module on Mathematics and Technology Education in Singapore

Briggs, M. (2013) ECCE (Warwick) Module on Mathematics and Technology Education in Singapore

Briggs, M (2016-7) OTSA Leadership development, sessions on coaching and career development, Oxford

 

Critical reader
(1990) Consultant on Supporting Primary Mathematics materials, PM649G (Open University materials)

(1993) Critical reader of GIS in Education report for Local Government Management Board.

(1996-7) Critical reader for Making Sense of Science OU/Channel 4 course for science co-ordinators.

(2003) Critical reader for Scottish version of E842 Developing Practice in Primary Education module to be used as part of the new Scottish teachers standards for the Open University.

(2012-3) Educational consultant for Fish in a Bottle It company for educational materials including games  focusing on mathematics across the primary age range for the UK for the BBC website for children, parents and teachers

 

Curriculum materials produced

Briggs, M. and Ronicle, A. (1998) Basic Skills Agency ‘Count and figure it out’ leaflet for parents of 3-5 year olds.

Briggs, M (1998) Author of audit for the PGCE maths subject knowledge and associated tasks. Open University.

Briggs, M. et al (2005) Provision and Practice in Early years Initial Teacher Training, Conference Dissemination Pack

Briggs, M. et al (2005) Working with ITT in the Early years: Exploring Issues, CD-Rom of materials

Aubrey, C., Harris, A., Dahl, S. and Briggs, M. (2006) Reflecting on early childhood leadership. A research-based resource pack to support leadership training for local, regional and national needs. Coventry: University of Warwick.
Briggs, M. (2013) Articles, teachers notes, parents notes and quizzes for the BBC learning zone.

Award boards.

(1997) Marker/moderator and external member of OU CPDE examinations board.
Maths group exam secretary at Warwick from 1998 to 2002 and 2006.

 

External Assessor

(2009) Member of Internal review panel for Bath Spa secondary, primary and early years PGCE courses

(2011)  New Programme assessor group member for a PG Certificate in the Effective Teaching of Numeracy at University of Aberdeen

(2015) External Assessor to the validation of PGCE Early Childhood Education at Canterbury Christ Church University.

 

External examining.

(1997) External examiner for a BPhil dissertation with the Open University

(1997), (1998), (1999), (2000) Assessor for CPD work for the Open University

(1998) Assessor for maths subject knowledge Open University PGCE

(2000-2002) External examiner for the Primary PGCE course at UEA

(2002-2006) External examiner for BA (QTS) course at Trinity and All Saints, Leeds University

(2004-2007) External examiner for BA Advanced Early Years undergraduate degree at Liverpool Hope University

(2005-2008) External examiner for Primary PGCE courses at St Mary’s College, Twickenham, London University.

(2007-2011) External examiner for Primary PGCE course at Winchester

(2008-2012) External Examiner Edge Hill, Liverpool for masters modules related to education particularly the programme associated with Every Child a Counter.

(2014-2018) External Examiner Liverpool John Moores PGCE Fd/KS1

(2016-2020) External Examiner Canterbury Christ Church University PGCE Early Childhood Education with EYTS.

Further information

School Governor at a primary school including special educational needs (SEN) governor 1999-2006 and member of the curriculum and pupils subcommittee and of the performance management for the head teacher designated group for the last three years.

From 2006 to present day School Governor at a secondary school and member and vice-chair of the management subcommittee and a safe guarding trained governor. Member of the performance management panel for the head teacher.

School website writing course with Warwickshire for assisting in writing primary school website.

Ofsted training for primary and nursery inspections.

Accredited to use Transformational Leadership Questionnaire (TLQ) and Integrations.

OFAT training completed 2007

EAPG- in service training for developing e learning (2011-2012)

ILM mentoring and Coaching at Level 5 (2014/5)

UCET Primary committee member and early years representative

Press, publicity and reviews

Briggs, M (2007) 6^th March interviewed by Simon Mayo on Five Live about the HMI report The Foundation Stage: A Summary of the Ofsted Report – Ref. HMI 2610, March 2007
Briggs, M (2012) 1^st February interviewed by Norwegian television  for a television programme called “Scrödingers Katt” about outdoor play in nurseries in the UK.
Briggs, M. (2013) January, interviewed for Norwegian newspaperAftenposten about risky play in English nurseries