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2024 Book Chapter Inclusive classroom assessment and social justiceDooley, Karen, Woods, Annette and Mills, Martin (2024). Inclusive classroom assessment and social justice. Designing Inclusive Assessment in Schools. (pp. 141-148) London: Routledge. doi: 10.4324/9781003463184-17 |
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2023 Book Chapter Initial teacher education and social justiceMills, Martin and Lingard, Bob (2023). Initial teacher education and social justice. The Palgrave handbook of teacher education research. (pp. 1013-1034) edited by Ian Menter. Cham, Switzerland: Springer International Publishing. doi: 10.1007/978-3-031-16193-3_47 |
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2023 Book Chapter Retention of teachers from minority ethnic groups in disadvantaged schoolsTereshchenko, Antonina and Mills, Martin (2023). Retention of teachers from minority ethnic groups in disadvantaged schools. International encyclopedia of education. (pp. 127-133) edited by Robert J. Tierney, Fazal Rizvi and Kadriye Ercikan. Amsterdam, Netherlands: Elsevier. doi: 10.1016/B978-0-12-818630-5.04025-2 |
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2022 Book Chapter Radical teachers striving for a more socially just education system: an ‘Homage to Catalonia’Mills, Martin and Gandolfi, Haira (2022). Radical teachers striving for a more socially just education system: an ‘Homage to Catalonia’. Inclusive learning and educational equity. (pp. 97-110) edited by Jordi Collet, Mila Naranjo and Jesús Soldevila-Pérez. Cham, Switzerland: Springer Cham. doi: 10.1007/978-3-031-11476-2_7 |
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2020 Book Chapter Learning From Alternative Schools to Enhance School Completionte Riele, Kitty, McGregor, Glenda, Mills, Martin, Baroutsis, Aspa and Hayes, Debra (2020). Learning From Alternative Schools to Enhance School Completion. Oxford Research Encyclopedia of Education. (pp. 1-22) Oxford, United Kingdom: Oxford University Press. doi: 10.1093/acrefore/9780190264093.013.513 |
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2019 Book Chapter Exploring the affective dimension of teachers' work in alternative school settingsTe Riele, Kitty, Mills, Martin, McGregor, Glenda and Baroutsis, Aspa (2019). Exploring the affective dimension of teachers' work in alternative school settings. Teaching in Alternative and Flexible Education Settings. (pp. 56-71) London, United Kingdom: Routledge. doi: 10.4324/9781351015950-6 |
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2019 Book Chapter Reimagining the Teacher and Teaching in an Era of Low Teacher RetentionMills, Martin (2019). Reimagining the Teacher and Teaching in an Era of Low Teacher Retention. Encyclopedia of Educational Innovation. (pp. 1-5) Singapore: Springer. doi: 10.1007/978-981-13-2262-4_70-1 |
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2018 Book Chapter Exploring spaces of belonging through analogies of ‘family’: perspectives and experiences of disengaged young people at an alternative schoolBaroutsis, Aspa and Mills, Martin (2018). Exploring spaces of belonging through analogies of ‘family’: perspectives and experiences of disengaged young people at an alternative school. Interrogating belonging for young people in schools. (pp. 225-246) edited by Christine Halse. Cham, Switzerland: Palgrave Macmillan. doi: 10.1007/978-3-319-75217-4_11 |
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2018 Book Chapter ‘Dumping grounds’ and ‘rubbish tips’: challenging metaphors for alternative education provisionMills, Martin, Waters, Richard, Renshaw, Peter and Zipin, Lew (2018). ‘Dumping grounds’ and ‘rubbish tips’: challenging metaphors for alternative education provision. Resisting educational inequality: reframing policy and practice in schools serving vulnerable communities. (pp. 183-200) edited by Susanne Gannon, Robert Hattam and Wayne Sawyer. Abingdon, United Kingdom: Routledge. doi: 10.4324/9781315109268-17 |
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2017 Book Chapter The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action now: classroom ready teachersMills, Martin and Goos, Merrilyn (2017). The place of research in teacher education? An analysis of the Australian Teacher Education Ministerial Advisory Group report Action now: classroom ready teachers. A companion to research in teacher education. (pp. 637-650) edited by Michael A. Peter, Bronwen Cowie and Ian Menter. Singapore, Singapore: Springer Nature. doi: 10.1007/978-981-10-4075-7 |
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2017 Book Chapter The virtual schoolbag and pedagogies of engagmentMcGregor, Glenda and Mills, Martin (2017). The virtual schoolbag and pedagogies of engagment. Powers of curriculum: sociological perspectives on education. (pp. 373-392) edited by Brad Gobby and Rebecca Walker. South Melbourne: Oxford University Press. |
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2016 Book Chapter Education and the global rural: feminist perspectivesPini, Barbara, Moletsane, Relebohile and Mills, Martin (2016). Education and the global rural: feminist perspectives. Education and the global rural: feminist perspectives. (pp. 1-12) edited by Barbara Pini, Relebohile Moletsane and Martin Mills. Oxon, United Kingdom: Routledge. |
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2016 Book Chapter Addressing social justice dilemmas: the case of male teachers and alternative provision of educationMills, Martin (2016). Addressing social justice dilemmas: the case of male teachers and alternative provision of education. Educational leadership and Nancy Fraser. (pp. 85-97) London, United Kingdom: Routledge. doi: 10.4324/9781315777337-7 |
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2015 Book Chapter 'Schools are for us': The importance of distribution recognition and representation to creating socially just schoolsMills, Martin, McGregor, Glenda, Hayes, Debra and te Riele, Kitty (2015). 'Schools are for us': The importance of distribution recognition and representation to creating socially just schools. Mainstreams, Margins and the Spaces In-between: New Possibilities for Education Research. (pp. 150-167) edited by Karen Trimmer, Alison L. Black and Stewart Riddle. Abingdon, Oxon, United Kingdom: Routledge. doi: 10.4324/9781315777818 |
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2013 Book Chapter Equity and education research, policy and practice: a reviewGilbert, Robert, Keddie, Amanda, Lingard, Bob, Mills, Martin and Renshaw, Peter (2013). Equity and education research, policy and practice: a review. Equity and education: exploring new directions for equity in Australian education. (pp. 16-51) edited by Alan Reid and Louise Reynolds. Carlton South, Australia: Australian College of Educators. |
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2013 Book Chapter The work of Nancy Fraser and a socially just education systemMills, Martin (2013). The work of Nancy Fraser and a socially just education system. The Handbook of Educational Theories. (pp. 1027-1034) edited by Beverly J. Irby, Genevieve Brown, Rafael Lara-Aiecio and Shirley A. Jackson. Charlotte, NC, USA: Information Age Publishing. |
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2013 Book Chapter Getting boys' education ‘right’: The Australian government's parliamentary inquiry report as an exemplary instance of recuperative masculinity politicsMills, Martin, Martino, Wayne and Lingard, Bob (2013). Getting boys' education ‘right’: The Australian government's parliamentary inquiry report as an exemplary instance of recuperative masculinity politics. Politics, Policies and Pedagogies in Education: The Selected Works of Bob Lingard. (pp. 178-191) edited by Bob Lingard. Milton Park, Abingdon, United Kingdom: Taylor and Francis. doi: 10.4324/9780203765708 |
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2013 Book Chapter Creating 'Temperamental Artistes': a longitudinal study of leadership capacity building in disadvantaged schoolsNiesche, Richard and Mills, Martin (2013). Creating 'Temperamental Artistes': a longitudinal study of leadership capacity building in disadvantaged schools. Empirical Leadership Research: Letting the Data Speak for Themselves. (pp. 143-164) edited by Scott Eacott and Richard Niesche. New York, NY, USA: Untested Ideas Research Center. |
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2013 Book Chapter Men, feminism and education: personal reflectionsMills, Martin (2013). Men, feminism and education: personal reflections. Leaders in Gender and Education. (pp. 193-204) edited by Marcus B. Weaver-Hightower and Christine Skelton. Rotterdam, Netherlands: Sense Publishers. doi: 10.1007/978-94-6209-305-8_14 |
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2013 Book Chapter Where is pedagogy in teaching and teacher education?: The production of pre-fabricated teachersMills, Martin and Mitchell, Jane (2013). Where is pedagogy in teaching and teacher education?: The production of pre-fabricated teachers. Teacher Education through Active Engagement: Raising the Professional Voice. (pp. 83-95) London, United Kingdom: Taylor and Francis. doi: 10.4324/9780203407660 |
