School of Education & Psychology
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Professor Hulme plays a key role in leading research at the International Centre for Educational Enhancement (ICEE) and the School of Education, primarily in educational leadership and school improvement. The Centre’s research is grounded in practice and aims to strengthen equity in education.
Moira was previously Professor of Teacher Education at Manchester Metropolitan University (2016-22), where she was Head of Faculty Research Degrees and led the Research Group on Teacher Education: Curriculum, Leadership & Inclusion. Prior to that, Moira held academic and research posts at the University of Glasgow and Keele University.
Professor Hulme’s research outputs were returned in the last three UK research assessments (RAE/REF) and featured in the impact case studies Empowering teachers through transformative pedagogies (REF21) and Shaping the Transformation of Initial Teacher Education in Scotland (RAE 2014). She has authored over one hundred research publications.
Her knowledge exchange portfolio includes Continuum of Provision (2021), an initiative introduced by the Department for Education Opportunity Area programme to reduce school exclusions and improve support for high needs pupils. She led evaluations of Pathways to Success (2019), a strategy to accelerate improvement across Knowsley’s primary and secondary schools, and the Equity and Wellbeing Strategy (2020), Support for Newly Qualified Teachers (2019) and Cluster-Based Approaches to School Improvement (2018) in Wales.
Professor Hulme has extensive experience of mentoring early career/postdoctoral researchers and graduate students. Her commitment to collaborative research practice is evidenced in a track record of joint-working and co-authorship at four universities. Recent completions include research by international students addressing policy for schools in China, Libya and Tanzania, as well UK students researching professional learning and school improvement. Moira has examined doctoral dissertations for DEd (Graduate School of Education, University of Melbourne), EdD and PhD (University of Oxford, Exeter University, Lancaster University, University of Strathclyde).
Research Interests and Research Subject Specialisms:
Professor Hume’s research coheres around professional learning, leadership and school improvement. She is interested in ‘rich accountabilities’ through collaborative peer review and practitioner enquiry. Her current work explores the interaction of local and lateral quality processes with central regulatory frameworks.
Moira co-leads the Professional Doctorate in Educational Leadership. She contributes to the core modules on Research Methodologies, Curriculum, Practicum, Leadership and Organisational Transformation.
Professor Hulme’s research informs programme design and collaborative partnership development. She has championed practitioner research engagement and supported the development of professional learning pathways that stretch from professional preparation (pre-service) through to EdD/PhD.
Publications and Research:
Hulme, M., O'Sullivan, R., & Smith, R. (2021). Mastering Teaching: Thriving as an Early Career Teacher. Open University Press.
Beauchamp, G., Clarke, L., Hulme, M., Kennedy, A., Jephcote, M., Peiser, G. (2016). Teacher Education in Times of Change.Responding to challenges across the UK and Ireland. Bristol, Policy Press.
Wyse, D., Baumfield, V., Egan, D., Hayward, L., Hulme, M., Menter, I., Gallagher, C., Leitch, R., Livingston, K., and Lingard, B. (2012) Creating the Curriculum. Routledge, London.
Menter, I., Elliot, D., Hulme, M., Lewin, J., & Lowden, K. (2011). A Guide to Practitioner Research in Education. London, Sage. ISBN 9781849201858. (Chinese translation 2015. Sage/East China Normal University Press. ISBN 9787567523463).
Hulme, M., & Wood, J. (2022). The importance of starting well: the influence of early career support on job satisfaction and career intentions in teaching. Journal of Further and Higher Education. doi:10.1080/0309877X.2021.1985981
Hulme, M., Beauchamp, G., Clarke, L., & Hamilton, L. (2021). Collaboration in times of crisis: leading UK schools in the early stages of a pandemic. Leadership and Policy in Schools. doi:10.1080/15700763.2021.1917623
Beauchamp, G., Hulme, M., Clarke, L., Hamilton, L., & Harvey, J. (2021). ‘People miss people’: a study of school leadership and management in the four nations of the United Kingdom in the early stage of the COVID-19 pandemic. Educational Management, Administration and Leadership. doi:10.1177/1741143220987841.
Hulme, M., Beauchamp, G., & Clarke, L. (2020). Doing advisory work: the role of expert advisers in national reviews of teacher education. Journal of Further and Higher Education, 44(4), 498-512. doi:10.1080/0309877X.2019.1580687
Hulme, M., Wood, J., & Shi, X. (2020). Measuring up? Metrics and research assessment in UK teacher education. Journal of Education for Teaching, 46(2), 220-239. doi:10.1080/02607476.2020.1724658.
Hulme, M., & Quirk-Marku, C. (2017). Re-making teacher professionalism in England: localism and social responsibility. RASE: Revista de la Asociación de Sociología de la Educación, 10(3), 347-362. doi:10.7203/RASE.10.3.9909
Davies, P., Connolly, M., Nelson, J., Hulme, M. L., Kirkman, J., & Greenway, C. (2016). ‘Letting the right one in’: Provider contexts for recruitment to initial teacher education in the United Kingdom. Teaching and Teacher Education, 60, 291-302. doi:10.1016/j.tate.2016.09.003.
Beauchamp, G., Clarke, L., Hulme, M., & Murray, J. (2015). Teacher education in the United Kingdom post devolution: convergences and divergences. Oxford Review of Education, 41(2), 154-170. doi:10.1080/03054985.2015.1017403
Hulme, M., Hulme, R., and Faulks, K. (2015) La politica del locale. Valori nazionali e politica sociale in Scozia [The politics of place: national values and social policy in Scotland]. Nazioni e Regioni: Studi e Ricerche sulla comunità immaginata [Nations and Regions: Studies and Research on Imagined Community], 4. pp. 37-54.
Cross, B., Hulme, M., & McKinney, S. (2014). The last place to look: the place of pupil councils within citizen participation in Scottish schools. Oxford Review of Education, 40(5), 628-648. doi:10.1080/03054985.2014.963039
Thomson, A., Hulme, R., Hulme, M., & Doughty, G. (2014). Perceptions of value: assessing the agent/commission model of UK higher education recruitment in Africa. Africa Review, 6(2), 105-120. doi:10.1080/09744053.2014.914638
Hulme, M., & Menter, I. (2014). New professionalism in austere times: the employment experiences of early career teachers in Scotland. Teachers and Teaching: Theory and Practice, 20(6), 672-687. doi:10.1080/13540602.2014.885707
Hulme, M., Thomson, A., Hulme, R., & Doughty, G. (2014). Trading places: The role of agents in international student recruitment from Africa. Journal of Further and Higher Education, 38(5), 674-689. doi:10.1080/0309877X.2013.778965.
Conroy, J., Hulme, M., & Menter, I. (2013). Developing a 'clinical' model for teacher education. Journal of Education for Teaching, 39(5), 557-573. doi:10.1080/02607476.2013.836339.
Hulme, M., Menter, I., & McMahon, M. (2013). Accountability and accomplished teaching: Researching the chartered teacher programme in Scotland. Irish Educational Studies, 32(3), 291-308. doi:10.1080/03323315.2013.814748.
Hulme, M., & Sangster, P. (2013). Challenges of research(er) development in university schools of education: A Scottish case. Journal of Further and Higher Education, 37(2), 181-200. doi:10.1080/0309877X.2011.644781.
Menter, I., & Hulme, M. (2012). Reviewing literature to inform policy: Some complexities and tensions. International Journal of Research and Method in Education, 35(2), 141-152. doi:10.1080/1743727X.2012.683572.
Hulme, M. L., & Menter, I. (2012). South and North. Teacher Education Policy in England and Scotland: a comparative textual analysis. Scottish Educational Review, 43(2), 70-90.
Hulme, R., & Hulme, M. (2012). Policy learning? Crisis, evidence and reinvention in the making of public policy. Policy and Politics, 40(4), 473-489. doi:10.1332/030557312X645757.
Menter, I., & Hulme, M. (2012). Teacher education in Scotland - riding out the recession? Educational Research, 54(2), 149-160. doi:10.1080/00131881.2012.680040.
Hulme, M., McKinney, S., Hall, S., & Cross, B. (2011). Pupil participation in Scottish schools: How far have we come? Improving Schools, 14(2), 130-144. doi:10.1177/1365480211406880.
Menter, I., & Hulme, M. (2011). Teacher education reform in Scotland: National and global influences. Journal of Education for Teaching, 37(4), 387-397. doi:10.1080/02607476.2011.610991.
Hulme, M. L. (2011). Histories of Scottish teacher education: sources for research. Scottish Educational Review, 43(1), 41-55.
Patrick, F., Elliot, D., Hulme, M., & McPhee, A. (2010). The importance of collegiality and reciprocal learning in the professional development of beginning teachers. Journal of Education for Teaching, 36(3), 277-289. doi:10.1080/02607476.2010.497373
Baumfield, V., Hulme, M. L., Livingston, K., & Menter, I. (2010). Consultation and engagement? The reshaping of teacher professionalism through curriculum reform in 21st Century Scotland. Scottish Educational Review, 42(2), 57-73.
Menter, I., Hulme, M. L., Murray, J., Campbell, A., Hextall, I., Jones, M., Wall, K. (2010). Teacher education research in the UK: the state of the art. Revue Suisse des sciences de l’éducation, 32(1), 121-142.
Hulme, M., Baumfield, V., & Payne, F. (2009). Building capacity through teacher enquiry: The Scottish schools of ambition. Journal of Education for Teaching, 35(4), 409-424. doi:10.1080/02607470903220463
Wall, K., Campbell, A., Hextall, I., Hulme, M., Jones, M., Mahony, P., Procter, R. (2009). The TEG bibliography: Having knowledge and using it - next steps? Journal of Education for Teaching, 35(4), 441-452. doi:10.1080/02607470903220505
Murray, J., Campbell, A., Hextall, I., Hulme, M., Jones, M., Mahony, P., Wall, K. (2009). Research and teacher education in the UK: Building capacity. Teaching and Teacher Education, 25(7), 944-950. doi:10.1016/j.tate.2009.01.011
Hulme, R., & Hulme, M. (2009). The ‘re‐imagining’ of evidence under New Labour: policy and practice in education in uncertain times. Effective Education, 1(2), 151-168. doi:10.1080/19415530903522550.
Murray, J. M. F., Campbell, A., Hextall, I., Hulme, M., Jones, M., Mahony, P.&Wall, K. (2008). Mapping the field of teacher education research: Methodology and issues in a research capacity building initiative in teacher education in the United Kingdom. European Educational Research Journal, 7(4), 459-474.
Menter, I., & Hulme, M. (2008). Is small beautiful? Policymaking in teacher education in Scotland. Teachers and Teaching: Theory and Practice, 14(4), 319-330. doi:10.1080/13540600802037744.
Hulme, M. L., & Menter, I. (2008). Learning to teach in post-devolution UK: a technical or an ethical process? Southern African Review of Education, 14(1 & 2), 43-63.
Chapters in books
Hulme, M., & Rauschenberger, E. (2022). The role and influence of non-state actors on teachers’ lives and work. In R. Tierney, F. Rizvi, G. Smith, & K. Gutierrez (Eds.), International Encyclopaedia of Education (4th edition ed.). Elsevier Science.
Hamilton, L., Beauchamp, G., Hulme, M., Harvey, J., & Clarke, L. (2022). Challenges for school leadership and management in the four nations of the United Kingdom during the pandemic: conceptual shifts and implications for future thinking. In S. Brookes (Ed.), Research Handbook on Public Leadership. Edward Elgar Publishing Ltd.
Hulme, M., & O'Sullivan, R. (2022). Beginning teachers’ roles and responsibilities. In S. Capel, M. Leask, & S. Younie (Eds.), Learning to Teach in the Secondary School: A Companion to School Experience (9th ed.). Routledge.
Hulme, M. (2022). The Supply, Recruitment, and Retention of Teachers. In I. Menter (Ed.), The Palgrave Handbook of Teacher Education Research (pp. 1-15). Palgrave Macmillan, Cham. doi:10.1007/978-3-030-59533-3_81-1.
Hulme, M., Olsson-Rost, A., & O'Sullivan, R. (2022). Developing an Online Practicum in Professional Education: A Case Study from UK Teacher Education. In Hong, C. & Ma, W. (Eds.), Applied Degree Education and the Future of Learning (First ed.). Singapore: Springer Singapore.
Wye, B., Brierley, A., & Hulme, M. (2021). Wellbeing of children and young people. In M. Hulme, R. O'Sullivan, & R. Smith (Eds.), Mastering Teaching: Thriving as an Early Career Teacher. (pp. 47-59) McGraw Hill.
Woodfine, C., Meanwell, K., Ryan-Atkin, H., Hulme, M., Aitken, R., & Rivers, R. (2021). Developing through reflection and collaborative enquiry. In M. Hulme, R. O'Sullivan, & R. Smith (Eds.), Mastering Teaching: Thriving as an Early Career Teacher. (pp. 103-115) McGraw Hill.
Hulme, M., & Marsden, R. (2021). Becoming research literate. In M. Hulme, R. O'Sullivan, & R. Smith (Eds.), Mastering Teaching: Thriving as an Early Career Teacher. (pp. 127-141) McGraw Hill.
Hulme, M., Rauschenberger, E., & Meanwell, K. (2020). Initial Teacher Education: what matters most and what has worked well. In B. Hudson, M. Leask, & S. Younie (Eds.), Education System Design: Foundations, Policy Options and Consequences (pp. 224-234). Routledge Taylor Francis.
Hulme, M. (2020). Teacher Preparation in Scotland, 1872-1920. In R. Shanks (Ed.), Teacher Preparation in Scotland (pp. 9-32). Emerald Books. doi:10.1108/978-1-83909-480-420201003
Hulme, M. (2018). What counts as quality teaching? Diverging pathways in the Dis-United Kingdom. In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (Vol. 4, pp. 2100-2119). doi:10.4018/978-1-5225-5631-2.ch100
Hulme, M. L. (2016). What Counts as Quality Teaching? Diverging Pathways in the Dis-United Kingdom. In M. Putman, A. Good, & T. Petty (Eds.), Handbook of Research on Professional Development for Quality Teaching and Learning (pp. 366-385). Hershey, PA: IGI Global. doi:10.4018/978-1-5225-0204-3
Hulme, M. L., & Kennedy, A. (2016). Teacher education in Scotland: consensus politics and ‘the Scottish policy style’. In Teacher Education in Times of Change (pp. 90-108). Policy Press.
Hulme, M. L., Menter, I., Murray, J., & O'Doherty, T. (2016). Insights from the five nations and implications for the future. In Teacher Education in Times of Change (pp. 219-234). Policy Press.
Hulme, M. (2016). Analysing teacher education policy: comparative and historical approaches. In Teacher Education in Times of Change: Responding to Challenges Across the UK and Ireland (pp. 37-54).
Hulme, M. L., & Menter, I. (2014). Performance measurement and accountability: some reflections on developments in teacher education in England. In Governance in der Lehrerausbildung: Analysen aus England und Deutschland Governance in Initial Teacher Education: Perspectives on England and Germany (pp. 209-224). Springer VS.
Livingston, K., & Hulme, M. L. (2013). Innovations in teacher professional learning in Scotland: moving forward in challenging times. In Challenges to Teacher Education in Difficult Economic Times International Perspectives (pp. 173-193). Routledge.
Menter, I., & Hulme, M. L. (2013). Developing the Teacher. In Priestley, M. & Biesta, G. Reinventing the Curriculum New Trends in Curriculum Policy and Practice. Bloomsbury (pp. 165-186).
Hulme, M. L. (2013). Research and Practice. In Bryce, T., Humes, W. & Gillies, D. Scottish Education (Third Edition) Edinburgh University Press (pp. 938-948).
Hulme, M. L., & Menter, I. (2013). The Evolution of Teacher Education and the Scottish Universities. In In Bryce, T., Humes, W. & Gillies, D. Scottish Education, Edinburgh University Press (pp. 905-914).
Menter, I., & Hulme, M. (2013). Teacher researchers in the UK: What are their needs? Some lessons from Scotland. In Connecting Inquiry and Professional Learning in Education: International Perspectives and Practical Solutions (pp. 109-121). doi:10.4324/9780203609453-15
Hulme, M. L. (2012). Enquiry-based professional learning across the career course: developments in Scotland. In Teachers Learning Professional Development and Education (pp. 70-92). Cambridge University Press.
Menter, I., Hulme, M. L., & Sangster, P. (2012). Performance in teacher education and research - a double whammy for teacher educators? In Jeffrey, B. & Troman, G. (Eds) Performativity in UK Education Ethnographic Cases of Its Effects, Agency and Reconstructions. Ethnography and Education Books (pp. 23-40).
Conroy, J. C., Hulme, M. L., & Menter, I. (2012). Primary Curriculum Futures. In R. Alexander, C. Doddington, J. Gray, L. Hargreaves, & R. Kershner (Eds.), The Cambridge Primary Review Research Surveys (pp. 415-430). London: Routledge. doi:10.4324/9780203121672-27
Hulme, M. L., & Menter, I. (2011). Teacher Induction in Scotland. In P. Picard (Ed.), Beginning Teachers: A Challenge for Educational Systems - CIDREE Yearbook 2011 (pp. 83-104). Lyon, France: ENS de Lyon, Institut français de l’Éducation. CIDREE.
Hulme, M. L., Jephcote, M., & Menter, I. (2011). Teacher Education for the Twenty-First Century: evidence-informed policy? In T. O. Seng (Ed.), Teacher Education Frontiers 2020: International Perspectives on Building New Teacher Competencies (pp. 307-327). Singapore: Cengage Learning.
Hulme, M. L., Conroy, J. C., & Menter, I. (2011). Creativity in Scottish school curriculum and pedagogy. In J. Sefton Green, P. Thomson, L. Bresler, & K. Jones (Eds.), The Routledge International Handbook of Creative Learning (pp. 438-447). London: Routledge.
Hulme, R., & Hulme, M. (2011). The policy context of citizenship education. In Arthur, J. & Cremin, H. (Eds) Debates in Citizenship Education (pp. 43-55) London: Routledge. doi:10.4324/9780203597101-12
Hulme, M. L., Menter, I., Kelly, D., & Rusby, S. (2010). Schools of Ambition: bridging professional and institutional boundaries. In Slater, J. & Ravid, R. (Eds) Collaboration in Education (pp. 39-46). New York: Routledge.
Hulme, M. L., & Menter, I. (2010). Teacher researchers in the UK: what are their needs? Some lessons from Scotland. In A. Campbell, & S. Groundwater-Smith (Eds.), Connecting Inquiry and Professional Learning in Education International Perspectives and Practical Solutions (pp. 109-121). London: Routledge.
Baumfield, V., Hulme, M. L., & Menter, I. (2009). Negotiating Research Relations in the Scottish Schools of Ambition: Supporting School Self-Evaluation through Practitioner Enquiry. In P. Masson, & M. Pilo (Eds.), Partenariat en Éducation Approche Théorique Et Études de Cas. Lille.
Hulme, M. L., & Menter, I. (2009). Is small beautiful? Policy making in teacher education in Scotland. In J. Furlong, M. Cochran-Smith, & M. Brennan (Eds.), Policy and Politics in Teacher Education International Perspectives (pp. 57-68). London: Routledge.
Hulme, R., & Hulme, M. L. (2008). The international transfer of global social policy. In N. Yeates (Ed.), Understanding Global Social Policy (pp. 49-72). Bristol: Policy Press.
Hulme, M. L., & Hughes, J. (2006). Patchwork e-dialogues in the professional development of new teachers. In J. O'Donoghue (Ed.), Technology Supported Learning and Teaching: A Staff Perspective (pp. 190-207). Hershey, PA: IGI Global.
Hulme, M. L., & Hulme, R. (2005). New Labour’s education policy: innovation or re-invention? In M. Powell, & L. Bauld (Eds.), Analysis and Debate in Social Policy, 2005 (pp. 33-50). Bristol: Policy Press.
Hulme, M., Adamson, C., & Griffiths, D. (2021). Creating a Continuum of Provision to Support High Needs Pupils: Evaluation Report. Education and Social Research Institute, Manchester Metropolitan University.
Hulme, M., Woodfine, C., Kardas, K., & Griffiths, D. (2020). Wellbeing Strategies & Vulnerable Group Support: Case Studies of Good Practice. ESRI/Manchester Metropolitan University. https://e-space.mmu.ac.uk/625809/
Hulme, M., Ainsworth, S., Griffiths, D., & Wicker, K. (2019). EAS Support for Newly Qualified Teachers: EAS Support for Newly Qualified Teachers. ESRI: Manchester Metropolitan University. https://e-space.mmu.ac.uk/624549/
Hulme, M., Haines, B., Ainsworth, S., & Kardas, K. (2019). Evaluation of the Accelerating Improvement in Knowsley: Pathways to Success Initiative. Department for Education. https://e-space.mmu.ac.uk/624209/
Hulme, M., Rauschenberger, E., & Haines, B. (2018). Development of Cluster-Based Approaches to School Improvement: Final Report: Development of Cluster-Based Approaches to School Improvement. Manchester Metropolitan University: ESRI.https://e-space.mmu.ac.uk/621457/
Chapman, C., Lowden, K., Chestnutt, H., Hall, S., McKinney, S. and Hulme, M. (2014) Research on the impact of the School Improvement Partnership Programme: Interim Report, Livingston: Education Scotland. https://e-space.mmu.ac.uk/627880/https://education.gov.scot/improvement/research/the-school-improvement-partnership-programme/
Beauchamp, G., Clarke, L., Hulme, M.& Murray, J. (2013) Research and Teacher Education: The BERA-RSA inquiry. Policy and Practice within the United Kingdom. Project Report. British Educational Research Association, London.https://www.bera.ac.uk/wp-content/uploads/2013/12/BERA-Paper-1-UK-Policy-and-Practice.pdf
Hayward, L. Menter, I., Baumfield, V., Doherty, R., Doyle, L., Elliot, D., Hulme, M., MacBride, G.(2012) Assessment at Transition. Project Report. University of Glasgow, Glasgow, UK.
Menter, I., Baumfield, V., Dickson, B., Carroll, M., Hulme, M., Lowden, K. and Mallon, W. (2011) The Glasgow West Teacher Education Initiative: A clinical approach to teacher education, Evaluation Report. Glasgow: School of Education, University of Glasgow.
Literature Review of Teacher Education for the Twenty-First Century (2010) Edinburgh, Scottish Government. [online] Available: http://www.scotland.gov.uk/Resource/Doc/325663/0105011.pdf
Research to Support Schools of Ambition: Final Report(2010) Project Report. Edinburgh, Scottish Government.
Learning from Innovation and Change Management in Glasgow Secondary Schools: Lessons learned from Schools of Ambition and Glasgow Partnership Programme Schools. (2010) Report for the Scottish Government and Glasgow City Council. Published 14 May 2010.
Collection, analysis and reporting of data on Curriculum for Excellence draft experiences and outcomes: Final Report. Report submitted to Learning and Teaching Scotland. Published April 2, 2009.
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