BOOK CHAPTERS
ANDERSON, G, MINGAL, A, PINI, M, SCOTT, J and THOMSON, P, 2012. Policy, equity and diversity in global contexts: educational leadership after the welfare state. In: TILLMAN, L, SCHEURICH, J J, eds. The handbook of research on educational leadership for equity and diversity. AERA/Sage.
THOMSON, P, 2011. Coming to terms with ‘voice’. In: CZERNIAWSKI, G, KIDD, W, eds. The International handbook of student voice. Emerald.
MCGREGOR, G, MILLS, M and THOMSON, P, 2011. Educating in the margins: lessons for the mainstream: Australia. In: WRIGLEY, T, THOMSON, P, LINGARD, B, eds. Changing schools: Alternative ways to make a world of difference. Routledge, pp. 47-60
THOMSON P, ROSE, L, 2011. Creative learning in an inner-city primary school: England. In: WRIGLEY, T, THOMSON, P, LINGARD, T, eds. Changing schools: Alternative ways to make a world of difference. Routledge, pp. 128-139
THOMSON, P, 2011. ‘The local’ and its authority: the Coalition, governance and democracy. In: HATCHER, R, JONES, K, eds. No country for the young: Education from New Labour to the Coalition. Tufnell Press, pp. 85-99
WRIGLEY, T, THOMSON, P AND LINGARD, B, 2011. Resources for changing schools: Ideas in and as practice. In: WRIGLEY, T, THOMSON, P, AND LINGARD, B, eds. Changing schools: Alternative ways to make a world of difference. Routledge, pp. 194-214
THOMSON, P AND SANDERS, E, 2011. Introduction. In: SANDERS, E, ed. Leading a creative school.: Initiating and sustaining school change. Routledge, pp. 1-16
THOMSON, P., LINGARD, B, WRIGLEY, T, 2011. Reimagining school change: the necessity and reasons for hope. In: WRIGLEY, T, THOMSON, P , LINGARD, B, eds. Changing schools.: Alternative ways to make a world of difference. Routledge, pp. 1-14
THOMSON, P, 2011. Miners. diggers, ferals and showmen: creative school-community projects. In: SEFTON-GREEN, J, THOMSON, P, JONES, K, BRESLER, L, eds. The Routledge International Handbook of Creative Learning. Routledge, pp. 295-304
KAMLER, B and THOMSON P 2011 Work with literatures, in SOMEKH, B and LEWIN, K (2011) Research methods in the social sciences. London: Sage
THOMSON, P, The uses and abuses of power: Representations of headteachers in children’s literature. In: SAMIER, E, ed. Literary Representations of Educational Administration and Leadership. Sense Publishers.
THOMSON, P 2011. Headteacher Waterloo Road: representations of change leadership in an inner city high school. In SAMIER, E ( Ed) The cinematic critique of educational administration and leadership. Sense Publishers
THOMSON, P 2011 (Ed) School context and teacher professional development, section editor and introduction for C DAY ( Ed) The Routledge International Handbook of Teacher Professional Development . London: Routledge
HALL, C, JONES, K , THOMSON, P, 2010. Snapshots, illustrations and portraits: re-presenting research findings. In: THOMSON, P, SEFTON-GREEN, J, ed. Researching Creative Learning. Routledge.
THOMSON, P and KAMLER, B, 2010. It’s been said before and we’ll say it again – research is writing. In: THOMSON, P AND WALKER, M, ed. The Routledge Doctoral Student’s Companion: getting to grips with research in Education and the Social Sciences. Routledge, pp. 149-160
THOMSON, P and WALKER, M, 2010. Last words: Why doctoral study?. In: THOMSON, P AND WALKER, M, ed. The Routledge Doctoral Student’s Companion: getting to grips with research in Education and the Social Sciences. Routledge, pp. 390-403
THOMSON, P and WALKER M 2010 Doctoral education in context. The changing nature of the doctorate and doctoral student. IN THOMSON P and WALKER M Eds The Routledge Doctoral Students Companion: getting to grips with research in Education and the Social Sciences. London: Routledge.
KAMLER, B and THOMSON, P 2010 Working with literatures, in C LEWIN and B SOMEKH ( Eds) Research Methods in the Social Sciences (2nd ed) Thousand Oaks: Sage
THOMSON, P; BYROM, T; ROBINSON C; RUSSELL 2010 Learning about journal publication: the pedagogies of editing a ‘special issue’, in AITCHISON, C; LEE, A and KAMLER B Towards doctoral publishing pedagogies.London: Routledge
THOMSON, P, 2010. Leading/managing schools in communities made poor. In: B MCGAW, P PETERSON, E BAKER, ed. The International Encyclopedia of Education. 3rd edition.Dordrecht: Elsevier.
THOMSON, P 2010 Changing schools with children and young people: possibilities, challenges and dilemmas in HARGREAVES, A; HOPKINS, D and LIEBERMAN, A ( Eds) The international handbook of educational change (Second Edition) London: Sage
BASKWILL, J. and THOMSON, P.L., 2009. Jane and Pat think and do: A basal reader story. In: KNOWLES, J.G., COLE, A.L., NEILSEN, L., PROMISLOW, S., eds. Creating scholartistry: imagining the arts-informed thesis or dissertation.Halifax,Nova Scotia: Backalong Books, pp. 70 -83
THOMSON, P, 2009. A critical pedagogy of global place – regeneration in and as action. In: RAFFO, C, DYSON, A, GUNTER, H, HALL, D, JONES, L, KALAMBOUKA, A, eds. Education and poverty in affluent countries.London: Routledge.
THOMSON, P, 2009. Bringing Bourdieu to ‘widening participation’ policies in higher education: a UKcase analysis. In: APPLE, M, BALL, S, GANDIN, L A, eds. Routledge International Handbook of Sociology and Education.London: Routledge
THOMSON, P and GUNTER, H,. Students’ participation in school change: action research on the ground. In: SOMEKH, B AND NOFFKE, S, ed. The handbook of educational action research. Thopusand Oaks: Sage.
THOMSON, P, 2008. Schools and urban regeneration. Challenges and possibilities. In: LINGARD, B, NIXON, J, RANSON, S, eds. Transforming learning in schools and communities. Continuum.
HARRIS, A and THOMSON, P 2008 Leading schools in poor communities: What do we know? In: TOWNSEND, T and I BOGOTCH ed. What and how: Essential questions for leaders and the study of leadership.Rotterdam: Sense Publishers.
THOMSON, P, 2008. The field. In: GRENFELL, M, ed. Pierre Bourdieu: Key concepts. Acumen
THOMSON, P 2008 Children and young people: voices and visual research in THOMSON, P Ed Doing visual research with children and young people:London: Routledge
THOMSON, P and HALL, C J, 2008. Dialogues with artists; learning about children’s self portraits. In: THOMSON, P, ed. Doing visual research with children and young people. Routledge.
THOMSON, P and HARRIS, A. 2008 Leading schools in poor communities: How do we know?. In: TOWNSEND, T and I BOGOTCH ed. What and how: Essential questions for leaders and the study of leadership.Rotterdam: Sense Publishers.
KAMLER, B and THOMSON, P, 2007 Rethinking doctoral writing as text work and identity work. In: SOMEKH, B, SCHWANDT, T, eds. Knowledge production: Research work in interesting times.London: Routledge.
THOMSON, P.L., 2007. Working the in/visible geographies of school exclusion. In: GULSON, K., SYMES, C., eds. Set in place: space and the relocating of education policy.London: Routledge.
THOMSON, P.L., 2007. Leading schools in high poverty neighbourhoods: an encounter with the NationalCollegefor School Leadership. In: PINK, W., NOBLIT, G., eds. The international handbook of urban education (United Kingdom section).New York: Springer.
THOMSON, P.L., 2007. Making it real: engaging students in active citizenship projects. In: THIESSEN, D., COOK-SATHER, A., eds. The international handbook of student experience in elementary and secondary schools.Dordrecht: Springer, pp. 775-804
THOMSON, P, 2007. Making education more equitable: What can policymakers learn from the Australian Disadvantaged Schools Programme?. In: TEESE, R, LAMB, S, DURU-BELLAT, M, eds. International Studies in Educational Inequality, Theory and Policy: Inequality: Educational Theory and Public Policy. 3.Dordrecht: Springer, pp. 239-256
THOMSON, P.L., 2006. Policy scholarship against de-politicisation. In: OZGA, J., SEDDON, T., POPKEWITZ, T.S., eds. World yearbook of education 2006.London: Routledge.
THOMSON, P., 2005. Globalising the rust belt and public education. In: APPLE, M; KENWAY, J, & SINGH, M eds. Globalising Education: Policies, Pedagogies and Politics.Bern: Peter Lang AG, pp. 79-92
THOMSON, P.L., 2005. Building family-school relationships in Australiaand New Zealand: debates, dilemas and promising directions. In: HIATT-MICHAEL, DIANA B., ed. Promising Practices for Family Involvement Across the Continents.Greenwich: Information Age Publishing Inc.
THOMSON, P.L., MCQUADE, V. and ROCHFORD, K., 2005. ‘My little special house’: re-forming the risky geographies of middle school girls at ClifftopCollege. In: Problem Girls: working with troubled and troublesome young women.London: Routledge Falmer.
REID, A. and THOMSON, P.L., 2004. Democracy and the official curriculum. In: Ed P Willis and P Carden Lifelong learning and the democratic imagination: revisioning justice, freedom and community.Brisbane: Postpressed pp. 415-430
THOMSON, P and REID A, 2003. Introduction: what’s public about curriculum?. In: Rethinking public education: towards a public curriculum.Brisbane: Postpressed
SANDERSON, V. and THOMSON, P.L., 2003. Towards a just indigenous education: a continuing challenge for state schooling. In: REID, A. and THOMSON, P.L., eds. Rethinking public education: towards a public curriculum.Brisbane: Postpressed. pp. 95-120
THOMSON, P.L., 2001. The sound of one hand grasping at straws?: the struggle for equity and the quality in public education. In: NURSEY-BRAY, P. , BACCHI, C.L., eds. Left directions : is there a third way?. pp. 178-192
THOMSON, P.L., 2001. Ambiguous practice: a professional doctorate for public sector leaders. In: Doctoral education and professional practice: the next generation. Armidale: Kardoorair Press, pp. 247-274
THOMSON, P 1999 How doing justice got boxed in: a cautionary tale for policy activists, In A Reid and B Johnson (Eds) Shaping the curriculum in australian schools: critical analyses of contemporary debates.Sydney: Social Science Press
THOMSON, P 1998 Thoroughly modern management and a cruel accounting: the effect of public sector reform on public education, In A Reid( Ed) Going public: Education policy and public education in Australia Canberra: Australian Curriculum Studies Association
THOMSON, P 1998 Learning [not] to Labour. How [some] working class kids get [some] working class jobs [ some of the time], In E Carson, A Jamrozik, T Winefield (Eds) Unemployment, economic promise and political will.Brisbane: Australian Academic Press.
THOMSON, P 1992 The classroom is the heart of it, In D Riley (Ed) Industrial relations in Australia Sydney: Social Science Press.
THOMSON, P 1992 One, two, three, four, how do you stop the classroom war? Five, Six Seven Eight, it’s easy, just negotiate, In G Boomer, N Lester, C Onore and J Cook (Eds) Negotiating the curriculum: educating for the twenty first century.London: Falmer Press.
THOMSON, P 1985 I have always been a reader, In T Brady (Ed) Against the rage.Adelaide: Rigby
REFEREED JOURNALS
THOMSON, P and HALL, C, 2012. Sense -making as a lens on everyday change leadership practice: The case of Holly Tree Primary school. International Journal of Leadership in Education.
RUSSELL, L and THOMSON, P, 2011. Girls in alternative provision. Ethnography and Education, 6(2).
THOMSON, P, 2011. Creative leadership: a new category or more of the same?. Journal of Educational Administration and History 43 (4)
THOMSON, P and GUNTER, H, 2011. Inside, outside, upside down: The fluidity of academic researcher identity in working with/in school. International Journal of Research and Methods in Education 34(1), 17-30 .
THOMSON, P, HALL, C and JONES, K, 2010. Maggie’s day: A small scale analysis of English education policy as a pedagogy of under-attainment. Journal of Education Policy 25(5), 639-656
HALL, C and THOMSON, P, 2010. Grounded literacies: listening to, telling and performing community stories. Literacy 44(2), 69-75 .
GUNTER, H and THOMSON, P, 2010. Life on Mars: headteachers before theNationalCollege. Journal of Educational Administration and History 42(3), 203-222
VINCENT, K and THOMSON, P 2010 “Slappers like you don’t belong in this school”: the educational inclusion/exclusion of pregnant school girls. International Journal of Inclusive Education 14(4), 371-385.
THOMSON, P and SANDERS, E, 2010. Creativity and whole school change: an investigation of English headteachers’ practices. Journal of Educational Change, 11(1), 63-83.
THOMSON, P, 2010. Headteacher autonomy: a sketch of a Bourdiean field analysis of position and practice. Critical Studies in Education, 51(1), 1-16.
BAILEY, S and THOMSON, P, 2009. Routine (dis)order in an infant school. Ethnography and Education, 4(2), 211-228.
GUNTER, H and THOMSON, P, 2009. The makeover: a new logic in leadership development inEngland?. Education Review, 61(4), 469-483.
THOMSON, P, 2009. Lessons forAustralia?: Learning fromEngland’s curriculum ‘black box’. English inAustralia, 43(3), 13-20.
THOMSON, P; ALEXIADOU, N; MCGREGOR J and SANDERS, E 2009 More than a lick of paint and a good performance? Whole school change and Creative Partnerships. Improving Schools 12 (1) 43-57.
THOMSON, P and RUSSELL, L, 2009. Data. data everywhere – but not all the numbers that count?: Mapping alternative provisions for students excluded from school. International Journal of Inclusive Education. 13(4) 423-438.
GUNTER, H, THOMSON, P, 2008. Learning about student voice. Support for Learning, 22(4), 181-188.
JONES, K and THOMSON, P, 2008. Policy rhetoric and the renovation of English schooling: the case of Creative Partnerships. Journal of Education Policy, 23(6), 715-727.
KAMLER, B and THOMSON, P, 2008. The failure of dissertation advice books: Toward alternative pedagogies for doctoral writing. Educational Researcher, 37(8), 507-514.
MERTKAN-OZUNLU, S and THOMSON, P, 2008. Educational reform inNorth Cyprus: towards the making of a nation/state?. International Journal of Educational Development, 29, 99-106.
THOMSON, P, 2008. Answering back to policy?: Headteachers’ stress and the logic of the sympathetic interview. Journal of Education Policy, 23(6), 649-667.
THOMSON, P, 2008. Scales of policy intervention: Problematising high poverty contexts inSouth Australia. International Journal of Comparative Policy Analysis 10 (2) 97-116
THOMSON, P 2008 Headteacher critique and resistance: a challenge for policy, and for leadership/management scholars. Journal of Educational Administration and History 40 (2) 85-100
THOMSON, P and HALL C 2008 Opportunities missed and/or thwarted? ‘Funds of knowledge’ meet the English national curriculum. The Curriculum Journal 199) 87-103
THOMSON, P and GUNTER, H, 2008. Researching bullying with students: a lens on everyday life in an innovative school. International Journal of Inclusive Education. 12 (2) 185-200.
BYROM, R, THOMSON, P and GATES, P, 2007. My school has been quite pushy about the Oxbridge thing’: voice and choice of higher education. Improving Schools, 10(1), 29-40.
GUNTER, H and THOMSON P, 2007. But, where are the children. Management in Education, 21(1), 23-28.
HALL, C., THOMSON, P.L. and RUSSELL, L., 2007. Teaching like an artist: the pedagogic identities and practices of artists in schools. British Journal of Sociology of Education, 28(5) 605-619.
HALL, C.J. and THOMSON, P.L., 2007. Creative partnerships?: cultural policy and inclusive arts practice in the primary school. British Educational Research Journal, 33(3), 315-329.
THOMSON P and GUNTER, H, 2007. The methodology of students-as-researchers: Valuing and using experience and expertise to develop methods. Discourse, 28(3), 327-342.
THOMSON, P.L., ELLISON, L., BYROM, T. and BULMAN, D., 2007. Invisible labour: home-school relations and the front office. Gender and Education, 19(2), 141-158.
THOMSON, P, HALL, C and RUSSELL, L, 2007. If these walls could speak…: reading displays of primary children’s work. Ethnography and Education, 3(3) 381-400.
BLACKMORE, J., THOMSON, P.L. and BARTY, K., 2006. Principal selection: homosociability, the search for security and the production of normalized principal identities. Educational Management, Administration & Leadership, 34(3), 297-318.
HARRIS, B, VINCENT, K, THOMSON, P and TOALSTER, R, 2006. Does every child know they matter?: Pupil’s views of one alternative to exclusion. Pastoral Care in Education, 24(2), 28-38.
HOLLINS, K., GUNTER, H. M. and THOMSON, P.L., 2006. Living improvement: a case study of a secondary school inEngland. Improving Schools, 9(2), 141-152.
THOMSON, P.L., 2006. Miners, diggers, ferals and show-men: school-community projects that affirm and unsettle identities and place British Journal of Sociology of Education, 27(1) 81-96.
THOMSON, P.L. and BLACKMORE, J., 2006. Beyond the power of one: redesigning the work of schools and their principals. Journal of Educational Change, 7(3), 161-177.
THOMSON, P.L. and GUNTER, H., 2006. From ‘consulting pupils’ to ‘pupils as researchers’: a situated case narrative. British Educational Research Journal, 32(6), 839-856.
THOMSON, P.L., HALL, C. and RUSSELL, L., 2006. An arts project failed, censored or…? A critical incident approach to artist-school partnerships. Changing English, 13(1), 29-44.
THOMSON, P.L., NIXON, H. and COMBER, B., 2006. A case of intention deficit disorder? ICT policy, disadvantaged schools and leaders. School Effectiveness and School Improvement: an international journal of research, policy and practice, 17(4), 465-482.
BARTY, K., THOMSON, P.L., BLACKMORE, J. and SACHS, J., 2005. Unpacking the issues: researching the shortage of school principals in two states inAustralia. Australian Educational Researcher, 32(3), 1-18.
HALL, C.J. and THOMSON, P., 2005. Creative tensions? Creativity and basic skills in recent educational policy. English in Education, 39(3), 5-18.
THOMSON, P.L., 2005. Who’s afraid of Saul Alinsky?: radical traditions in community organising. Forum for Promoting 3-19 Comprehensive Education, 47(2/3), 199-206.
THOMSON, P.L., 2005. Developing the textual turn: tracking the grammar of research case records. Educational Action Research, 13(1), 137-159.
THOMSON, P.L., 2005. Bringing Bourdieu to policy sociology: codification, misrecognition and exchange value in theUKcontext. Journal of Education Policy, 20(6), 741-758.
THOMSON, P.L. and GUNTER H, 2005. From ‘consulting pupils’ to ‘pupils as researchers’: a situated case narrative. British Educational Research Journal, 32(6), 839-856.
BLACKMORE, J. and THOMSON, P.L., 2004. Just `good and bad news’?: disciplinary imaginaries of head teachers inAustraliaand English print media. Journal of Education Policy, 19(3), 301-320.
KAMLER, B. and THOMSON, P.L., 2004. Driven to abstraction: doctoral supervision and writing pedagogies. Teaching in Higher Education, 9(2), 195-210.
THOMSON, P.L., 2004. Severed heads and compliant bodies?: a speculation about principal identities. Discourse, 25(1), 43-60.
THOMSON, P.L., ELLISON, L., BYROM, T. and BULMAN, D., 2004. An investigation into queries that school offices receive from parents and carers. DfES, (Research Report RR57).
REID, A. and THOMSON, P.L., 2003. Challenging the dominant discourse of the state aid debate. Change: Transformations in Education, 6(1), 19-33.
THOMSON, P.L., 2003. No more Managers-R-Us! Researching/teaching about head teachers and ‘schools in challenging circumstances’. Journal of Education Policy, 18(3), 333-345.
THOMSON, P.L., 2003. Just curriculum work. Education Review, 17(1), 82-89.
THOMSON, P.L., BLACKMORE, J., SACHS, J. and TREGENZA, K, 2003. High stakes principalship – sleepless nights, heart attacks and sudden death accountabilities: reading media representations of theUSprincipal shortage. Australian Journal of Education, 42(2), 118.
THOMSON, P.L. and COMBER, B., 2003. Deficient “disadvantage students” or media-savvy new meaning makers?: engaging new metaphors for redesigning classrooms and pedagogies. McGill Journal of Education, 38(2), 305-328.
THOMSON, P.L. and HOLDSWORTH, R., 2003. Theorizing change in the educational `field’: re-readings of `student participation’ projects. International Journal of Leadership in Education, 6(4), 371-392.
THOMSON, P.L., MCQUADE, V. and ROCHFORD, K., 2003. “No-One’s a good or bad student here”: changing identities in an active citizenship project. International Journal of Learning, 10.
BRENNAN, M., KENWAY, J., THOMSON, P.L. and ZIPIN, L., 2002. Uneasy alliances: university, workplace, industry and profession in the education doctorate. Australian Educational Researcher, 29(3), 63-84.
THOMSON, P.L., 2002. Muddy waters and dirty discourse(s): teaching about social justice in teacher education. Teaching Education, 13(1), 103-111.
THOMSON, P.L., 2002. Strengthening family-school relationships: a story about using research to develop policy and practice inTasmania. International Electronic Journal for Leadership in Learning, 6(13).
COMBER, B., THOMSON, P.L. and WELLS, M., 2001. Critical literacy finds a “place”: writing and social action in a low-income Australian grade 2/3 classroom. Elementary School Journal, 101(4), 451-464.
THOMSON, P.L., 2001. How principals lose `face’: a disciplinary tale of educational administration and modern managerialism. Discourse, 22(1), 5-22.
THOMSON, P.L., 2001. Lessons fromAlberta?: choice, equity, diversity and democracy in public education. Curriculum Perspectives, 21(3), 39-50.
THOMSON, P.L., 2001. From DSP to CLP: literacy, educational disadvantage and policy. English inAustralia, 19-34.
THOMSON, P.L., 2000. Like school, educational disadvantage and thisness. Australian Educational Researcher, 27(3), 151-166.
THOMSON, P.L., 2000. The sorcery of apprenticeships and new/old brooms: thinking about theory, practice, “the practicum” and change. Teaching Education, 11(1), 67-74.
THOMSON, P.L., 2000. Move over Rover!: an essay/assay of the field of educational management in theUK. Journal of Education Policy, 15(6), 717-732.
THOMSON, P 1999 Some observations from a failed but no longer disappointed school reformer. A response to Fielding, Hargreaves and Little. Australian Education Researcher 26 (2) 45-66
THOMSON, P 1996 Values for citizenship in public education Unicorn 22 (1) 44-53
THOMSON, P 1995 Benchmarking, the Principal’s Perspective Unicorn 21 (5) 70 –73
THOMSON, P 1991 Women and children, first or last? Unicorn 17 (1) 14-18
