Sara Bubb Associates

Education Consulting

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Publications: articles in academic journals

Eddy-Spicer, D., Bubb, S., Earley, P., Crawford, M. and James, C. (2017) "Headteacher performance management in England: Balancing internal and external accountability through performance leadership" Educational Management Administration & Leadership


Earley, P. and Bubb, S. (2016) Schools as learning communities: effective professional development. In: Falus, I. and Orgovanyi-Gajdos, J. (Eds) New Aspects in European Teacher Education, (pp.33-44). Eger: Liceum Kiado


Earley, P., Bubb, S., Eddy-Spicer, D., Crawford, M. and James, C. (2016) Governing bodies, headteacher performance and pay: the role of external advisers, Educational Review, 68 (3), pp. 257-273. {Awarded journal paper of the year, 2016}


Bubb, S. and Earley, P. (2014). 'Data and inquiry driving school improvement: developments in England'. Journal of Educational, Cultural and Psychological Studies, 2014 (9), 163-180


Bubb, S. (2013). 'Vodenje profesionalnega razvoja'. VODENJE v vzgoji in izobraževanju, 2013 (3), 15-30


Bubb, S. and Earley, P. (2013). 'The use of training days: finding time for teachers’ professional development'. Educational Research, 55 (3), 236-248


Earley, P. and Bubb, S. (2013). 'A Day in the Life of New Headteachers: Learning from Observation'. Educational Management Administration & Leadership, 41 (6)


Bubb, S (2012) Methodological issues around evaluation: how do we know what difference professional development activities make?  Journal of Educational, Cultural and Psychological Studies, 6, 33-54


Bubb, S (2010) 'The Sinnott Fellowship: embedding an outward-facing philosophy in schools' Education Review, 22 (2), 5-16


Bubb, S and Earley, P (2009) 'Leading staff development for school improvement', School Leadership and Management, Vol 29, No1, pp23-37


Earley, P, Evans, J, Weindling, D, and Bubb, S (2009) ‘Future Leaders: the way forward?’ School Leadership and Management, Vol 29, No3, pp295-306


Bubb, S (2007) The Impact of Induction on Newly Qualified Teachers in England BERA paper http://wwwleedsacuk/educol/documents/167744doc


Bubb, S and Earley P (2006) ‘Induction rites and wrongs: the ‘educational vandalism’ of new teachers’ professional development Journal of In-service Education, Vol 32, No 1, March 2006, pp 5–12


Bubb, S, Earley, P and Totterdell, M (2005) ‘Accountability and responsibility: ‘Rogue’ school leaders and the induction of new teachers in England’ The Oxford Review of Education Vol 31, no 2, pp251-268


Bubb, S (2003) ‘From Training to Induction – fasten your seatbelts, there will be turbulence’ Education 3-13, Vol 31, no 2, pp19-25


Heilbronn, R, Jones, C, Bubb, S and Totterdell, M (2002) ‘School-based induction tutors: a challenging role’ School Leadership and Management, Vol 22, Number 4, pp 371-387


Jones, C, Bubb, S, Totterdell, M and Heilbronn, R (2002) ‘Re-assessing variability of induction for Newly Qualified Teachers: statutory policy and schools’ provision’ Journal of In-service Education

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