Research reports in the public domain
Spicer, D. E., Crawford, M., Earley, P., James, C., Bubb, S., Furniss, R., Jones, J., Nelson, R. and Wood, E. (2014). Effectively managing headteacher performance. London: DfE.
Bubb, S (2011) Outward-facing Schools: the impact of the Sinnott Fellowship London: DFE-RR139
Earley, P, Nelson, R, Higham, R, Bubb, S, Porritt, V and Coates, M (2011) Experiences of New Headteachers in Cities Nottingham: NCSL
Bubb, S and Earley, P (2009) What do we know about school workforce development? A summary of findings from recent TDA-funded research projects London: Institute of Education
Bubb, S, Earley, P and Hempel-Jorgensen, A (2009) Staff Development Outcomes Study London: Institute of Education TDA website
Earley, P, Weindling, D, Bubb, S, Evans, J and Glen, M (2008) Evaluation of the Future Leaders Pilot Programme Nottingham: NCSL
Bubb, S and Earley, P (2008) From self-evaluation to school improvement: the importance of effective staff development Reading: CfBT research report
Totterdell M, Woodroffe, L, Bubb, S and Hanrahan, K (2003) How Newly Qualified Teachers Induction Programmes Enhance Teacher Expertise, Professional Development, Job Satisfaction or Retention Rates: a Systematic Review of Research Literature on Teacher Induction London: Teacher Training Agency-EPPI Centre
Totterdell, M, Heilbronn, R, Bubb, S and Jones, C (2002) Evaluation of the Effectiveness of the Statutory Arrangements for the Induction of Newly Qualified Teachers Research brief and report No338 DfES: London
Journal articles – academic
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