School of Education

Prof Christine Forde

  • Professor (Professional Learning and Leadership)
  • Senate Assessor (Senate Office)

telephone: 01413303427
email: Christine.Forde@glasgow.ac.uk


Christine Forde is Professor of Leadership and Professional Learning in the School of Education in the College of social Sciences. She leads the Professional Learning and Leadership Research and Knowledge Transfer Group (RKT) and is part of the cross-college interdisciplinary research group on Learning Across the Professions. Involvement in these research groups reflect both her research interests and teaching. A key area is leadership and teacher development in schools and she has written extensively on leadership, change management, professional learning and teacher development. Another key area of interest is equality and gender issues in education, particularly the use of utopian thinking in exploring educational futures. 

 

Christine Forde has worked in the Faculty of Education since 1999 and prior to that, in St Andrew's College, Glasgow and began her teaching career as a primary teacher in Glasgow City.

Research interests

Christine Forde's research interests include:

  • professional and the continuing professional development of teachers and school leaders;
  • expert and accomplished teachers and teaching
  • leadership and learning;
  • teacher work and teachers' careers and the nature of professionalism;
  • gender issues in education;
  • utopian thinking, feminisms and education.

List by: Type | Date

Jump to: 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 | 2003
Number of items: 42.

2013

Forde, C. (2013) Is 'gender-sensitive' education a useful concept for educational policy? Cultural Studies in Science Education, 8 . (In Press)

Forde, C. (2013) Leadership for learning: educating educational leaders. In: Townsend, A. and Bogotoch, I. (eds.) Third International Handbook of Educational leadership. Kluwer Press. (In Press)

Forde, C. (2013) The Teacher as Mother: Exploring images of the teacher as mother in feminist utopian literature. In: McKinney, S. and McCluskey, R. (eds.) The Teacher: Image, Icon, Identity. Edwin Mellen Press, pp. 1-11. (In Press)

Forde, C., McMahon, M., and Gronn, P. (2013) Being a leadership development coach: a multifaceted role. Educational Management, Administration and Leadership, 41 (1). pp. 105-119. ISSN 1741-1432

Forde, Christine (2013) The Troublesome Concept of 'Gender': Questions from Feminist Theology. In: McKinney, S. and Sullivan, J. (eds.) Education in a Catholic Perspective. Ashgate, Farnham. (In Press)

Razzaq, J., and Forde, C. (2013) The impact of educational change on school leaders: experiences of Pakistani school leaders. Educational Management, Administration and Leadership, 41 (1). pp. 63-78. ISSN 1741-1432 (doi:10.1177/1741143212462698)

2012

McMahon, M., Forde, C., and Dickson, B. (2012) Reshaping teacher education through the professional continuum. Educational Review . ISSN 0013-1911 (Unpublished)

2011

Forde, C., McMahon, M., and Dickson, B. (2011) Leadership development after Donaldson. Scottish Educational Review, 43 (2). pp. 45-57. ISSN 0141-9072

Forde, C. and O'Brien, J., (Eds.) (2011) Coaching and Mentoring: Developing Teachers and Leaders. Series: Policy and Practice. Dunedin Academic Press, Edinburgh, UK. ISBN 9781906716295

McMahon, Margery, Forde , Christine and Martin, Margaret, (Eds.) (2011) Contemporary Issues in Learning and Teaching. Sage , London .

Forde, C. (2011) Practice: overview. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage, London.

Forde, C., and McMahon, M. (2011) Accomplished Teaching, Accomplished Teachers in Scotland: A Report Submitted to the Committee Reviewing Teacher Employment in Scotland. Project Report. University of Glasgow.

Forde, Christine (2011) Being a Teacher Leader. In: McMahon, Margery, Forde, Christine and Martin, Margaret (eds.) Contemporary Issues in Learning and Teaching. Sage, London.

Forde, Christine, McMahon, Margery, and Dickson, Beth (2011) Leadership development in Scotland: After Donaldson. Scottish Educational Review, 43 (2). pp. 55-69. ISSN 0141-9072

Martin, M. (2011) Learning: overview. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage. ISBN 987-1-84920-128-5

McMahon, M., Forde, C., and Martin, M. (2011) Introduction: Contemporary Issues in Learning and Teaching. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage. ISBN 987-1-84920-128-5

2010

Forde, Christine (2010) Developing Accomplished Teaching and Teachers. In: International Symposium on Developing Accomplished Teachers and Teaching (ISAT&T), 24th and 25th June 2010, Glasgow University.

Forde, C. (2010) Accomplished teaching, accomplished teachers: national seminar Edinburgh 2010. In: International Symposium on Accomplished Teaching, 23-24 June 2010, Glasgow, UK.

2009

MacBeath, John, Gronn, Peter, Opher, Darleen, Lowden, Kevin, Forde, Christine, Cowie, Mike, and O'Brien, Jim (2009) The Recruitment and Retention of Headteachers in Scotland. Project Report. Scottish Government Social Research, Edinburgh.

Forde, C. (2009) Accomplished teaching and teacher leadership: competing ideals? In: European Conference on Educational Research, 25-26 Sept 2009, Vienna, Austria.

Forde, C., McMahon, M., and Reeves, J. (2009) Putting together professional portfolios. Sage, London. ISBN 9781412946698

2008

Davidson, J., Forde, C., Gronn, P., MacBeath, J., McMahon, M., and Martin, M. (2008) Towards a mixed economy of Head Teacher development: Evaluation Report to the Scottish Government on the Flexible Routes to Headship Pilot. Project Report. Scottish Government, Edinburgh.

Forde, C., (Ed.) (2008) Tackling gender inequality: Raising pupil achievement. Series: Policy and Practice in Education. Dunedin Academic Press, Edinburgh. ISBN 9781903765753

Condie, R., Head, G., and Forde, C. (2008) Taking gender forward. In: Forde, C. (ed.) Tackling Gender Inequality: Raising Pupil Achievement. Series: Policy and Practice in Education, 20 . Dunedin Academic Press, Edinburgh, pp. 67-72. ISBN 9781903765746

Forde, C. (2008) Gender in an inclusion agenda: boys first, girls first? In: Forde, C. (ed.) Tackling Gender Inequality: Raising Pupil Achievement. Dunedin Academic Press, Edinburgh, pp. 1-13. ISBN 9781903765746

Forde, C. (2008) Revisioning ideas of citizenry: The female state and the construction of citizenship. In: Peters, M., Britton, A. and Blee, H. (eds.) Global Citizenship Education: Philosophy, Theory and Pedagogy. Sage, Rotterdam and Taipei. ISBN 9789087903749

Forde, C. (2008) The teacher as mother: exploring images of the teacher as mother in feminist utopian literature. In: The Teacher, Image, Icon and Identity: An Interdisciplinary Conference on Representations of the Teacher in Arts and Humanities, 2-4 July 2008, University of Glasgow, Glasgow, UK.

Forde, C., Gronn, P., MacBeath, J., McMahon, M., Martin, M., and Davidson, J. (2008) Coaching and the journey to school leadership [roundtable]. In: European Conference for Educational Research, 8-12 Sept 2008, Gothenburg, Sweden.

Head, G. (2008) Self-concept, self esteem, identity and gender. In: Forde, C. (ed.) Tackling gender inequality, raising pupil achievement. Dunedin Academic, Edinburgh. ISBN 9781903765746 (pbk.)1903765749 (pbk.)

Kane, J. (2008) Organising boys and girls: are single gender contexts the way forward? In: Forde, C. (ed.) Tackling gender inequality, raising pupil achievement. Dunedin Academic, Edinburgh. ISBN 9781903765746 (pbk.)1903765749 (pbk.)

2007

Forde, C. (2007) Feminist utopianism and education: Educating for the Good Society. Series: Educational Futures: Rethinking Theory and Practice, 9 . Sense Publishers, Rotterdam & Taipei. ISBN 9789087900571

Forde, C., Devlin, A.M., McMahon, M., Hall, J, and Menter, I. (2007) Reforming teachers: how teachers conceive of their work. In: European Educational Research Association Annual Conference, 19-20 Sept 2007, Ghent.

Patrick, F., Devlin, A.M., McMahon, M., McPhee, A., Hall, J., Forde, C., and Menter, I. (2007) Teacher Working Time Research (TWTR): survey results and teachers' professional identity. In: Joint Conference on Teacher Education and Teachers' Work, 15 June 2007, University of Strathclyde, Glasgow. (Unpublished)

2006

Forde, C. (2006) Feminist utopian thinking: solutions to the "gender problem" in education? In: Peters, M. and Freeman-Moir, D.J. (eds.) Edutopias: New Utopian Thinking in Education. Series: Bold visions in educational research, 5 (5). Sense Publishers, Rotterdam, The Netherlands, pp. 145-162. ISBN 9789077874141

Forde, C., McMahon, M., McPhee, A., and Patrick, F. (2006) Professional development, reflection and enquiry. Paul Chapman Publishing, London. ISBN 1412919371

Menter, I., McMahon, M., Forde, C., Hall, J., McPhee, A., Patrick, F., and Devlin, A.M. (2006) Teacher working time research: final report to the Scottish Negotiating Committee for Teachers. Project Report. Scottish Government / Scottish Joint Negotiating Committee, Edinburgh, UK.

2005

McMahon, M., and Forde, C. (2005) Chartered Teacher: enhancing practice, enriching professionalism. Professional Development Today, 9 (1). ISSN 1460-8340

Reeves, J., Turner, E., Morris, B., and Forde, C. (2005) Changing their minds: the social dynamics of school leaders' learning. Cambridge Journal of Education , 35 (2). pp. 253-273. ISSN 0305-764X (doi:10.1080/03057640500147219 )

2004

Reeves, J., and Forde, C. (2004) The social dynamics of changing practice. Cambridge Journal of Education, 34 (1). pp. 83-100. ISSN 0305-764X (doi:10.1080/0305764042000183142 )

2003

Patrick, F., Forde, C., and McPhee, A.D. (2003) Challenging the 'New Professionalism': from managerialism to pedagogy? Journal of In-Service Education, 29 (2). pp. 237-254. ISSN 1367-4587 (doi:10.1080/13674580300200214)

Forde, C., Morris, B., Reeves, J., and Turner, E. (2003) Culture and concepts: exploring the impact of CPD on aspiring headteachers. School Leadership and Management, 23 (1). p. 5. ISSN 1364-2626 (doi:10.1080/1363243032000080005)

Forde, C., Morris, B., Reeves, J., and Turner, E. (2003) Social processes, work-based learning and the Scottish qualification for headship. In: Kydd, L., Anderson, L. and Newton, W. (eds.) Leading people and teams in education. Paul Chapman Publishing, pp. 57-69. ISBN 076194060X

This list was generated on Fri May 3 09:16:52 2013 BST.
Jump to: Article | Book | Book Section | Edited Book | Research Report or Paper | Conference Proceedings
Number of items: 42.

Article

Forde, C. (2013) Is 'gender-sensitive' education a useful concept for educational policy? Cultural Studies in Science Education, 8 . (In Press)

Forde, C., McMahon, M., and Gronn, P. (2013) Being a leadership development coach: a multifaceted role. Educational Management, Administration and Leadership, 41 (1). pp. 105-119. ISSN 1741-1432

Razzaq, J., and Forde, C. (2013) The impact of educational change on school leaders: experiences of Pakistani school leaders. Educational Management, Administration and Leadership, 41 (1). pp. 63-78. ISSN 1741-1432 (doi:10.1177/1741143212462698)

McMahon, M., Forde, C., and Dickson, B. (2012) Reshaping teacher education through the professional continuum. Educational Review . ISSN 0013-1911 (Unpublished)

Forde, C., McMahon, M., and Dickson, B. (2011) Leadership development after Donaldson. Scottish Educational Review, 43 (2). pp. 45-57. ISSN 0141-9072

Forde, Christine, McMahon, Margery, and Dickson, Beth (2011) Leadership development in Scotland: After Donaldson. Scottish Educational Review, 43 (2). pp. 55-69. ISSN 0141-9072

McMahon, M., and Forde, C. (2005) Chartered Teacher: enhancing practice, enriching professionalism. Professional Development Today, 9 (1). ISSN 1460-8340

Reeves, J., Turner, E., Morris, B., and Forde, C. (2005) Changing their minds: the social dynamics of school leaders' learning. Cambridge Journal of Education , 35 (2). pp. 253-273. ISSN 0305-764X (doi:10.1080/03057640500147219 )

Reeves, J., and Forde, C. (2004) The social dynamics of changing practice. Cambridge Journal of Education, 34 (1). pp. 83-100. ISSN 0305-764X (doi:10.1080/0305764042000183142 )

Patrick, F., Forde, C., and McPhee, A.D. (2003) Challenging the 'New Professionalism': from managerialism to pedagogy? Journal of In-Service Education, 29 (2). pp. 237-254. ISSN 1367-4587 (doi:10.1080/13674580300200214)

Forde, C., Morris, B., Reeves, J., and Turner, E. (2003) Culture and concepts: exploring the impact of CPD on aspiring headteachers. School Leadership and Management, 23 (1). p. 5. ISSN 1364-2626 (doi:10.1080/1363243032000080005)

Book

Forde, C., McMahon, M., and Reeves, J. (2009) Putting together professional portfolios. Sage, London. ISBN 9781412946698

Forde, C. (2007) Feminist utopianism and education: Educating for the Good Society. Series: Educational Futures: Rethinking Theory and Practice, 9 . Sense Publishers, Rotterdam & Taipei. ISBN 9789087900571

Forde, C., McMahon, M., McPhee, A., and Patrick, F. (2006) Professional development, reflection and enquiry. Paul Chapman Publishing, London. ISBN 1412919371

Book Section

Forde, C. (2013) Leadership for learning: educating educational leaders. In: Townsend, A. and Bogotoch, I. (eds.) Third International Handbook of Educational leadership. Kluwer Press. (In Press)

Forde, C. (2013) The Teacher as Mother: Exploring images of the teacher as mother in feminist utopian literature. In: McKinney, S. and McCluskey, R. (eds.) The Teacher: Image, Icon, Identity. Edwin Mellen Press, pp. 1-11. (In Press)

Forde, Christine (2013) The Troublesome Concept of 'Gender': Questions from Feminist Theology. In: McKinney, S. and Sullivan, J. (eds.) Education in a Catholic Perspective. Ashgate, Farnham. (In Press)

Forde, C. (2011) Practice: overview. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage, London.

Forde, Christine (2011) Being a Teacher Leader. In: McMahon, Margery, Forde, Christine and Martin, Margaret (eds.) Contemporary Issues in Learning and Teaching. Sage, London.

Martin, M. (2011) Learning: overview. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage. ISBN 987-1-84920-128-5

McMahon, M., Forde, C., and Martin, M. (2011) Introduction: Contemporary Issues in Learning and Teaching. In: McMahon, M., Forde, C. and Martin, M. (eds.) Contemporary Issues in Learning and Teaching. Sage. ISBN 987-1-84920-128-5

Condie, R., Head, G., and Forde, C. (2008) Taking gender forward. In: Forde, C. (ed.) Tackling Gender Inequality: Raising Pupil Achievement. Series: Policy and Practice in Education, 20 . Dunedin Academic Press, Edinburgh, pp. 67-72. ISBN 9781903765746

Forde, C. (2008) Gender in an inclusion agenda: boys first, girls first? In: Forde, C. (ed.) Tackling Gender Inequality: Raising Pupil Achievement. Dunedin Academic Press, Edinburgh, pp. 1-13. ISBN 9781903765746

Forde, C. (2008) Revisioning ideas of citizenry: The female state and the construction of citizenship. In: Peters, M., Britton, A. and Blee, H. (eds.) Global Citizenship Education: Philosophy, Theory and Pedagogy. Sage, Rotterdam and Taipei. ISBN 9789087903749

Head, G. (2008) Self-concept, self esteem, identity and gender. In: Forde, C. (ed.) Tackling gender inequality, raising pupil achievement. Dunedin Academic, Edinburgh. ISBN 9781903765746 (pbk.)1903765749 (pbk.)

Kane, J. (2008) Organising boys and girls: are single gender contexts the way forward? In: Forde, C. (ed.) Tackling gender inequality, raising pupil achievement. Dunedin Academic, Edinburgh. ISBN 9781903765746 (pbk.)1903765749 (pbk.)

Forde, C. (2006) Feminist utopian thinking: solutions to the "gender problem" in education? In: Peters, M. and Freeman-Moir, D.J. (eds.) Edutopias: New Utopian Thinking in Education. Series: Bold visions in educational research, 5 (5). Sense Publishers, Rotterdam, The Netherlands, pp. 145-162. ISBN 9789077874141

Forde, C., Morris, B., Reeves, J., and Turner, E. (2003) Social processes, work-based learning and the Scottish qualification for headship. In: Kydd, L., Anderson, L. and Newton, W. (eds.) Leading people and teams in education. Paul Chapman Publishing, pp. 57-69. ISBN 076194060X

Edited Book

Forde, C. and O'Brien, J., (Eds.) (2011) Coaching and Mentoring: Developing Teachers and Leaders. Series: Policy and Practice. Dunedin Academic Press, Edinburgh, UK. ISBN 9781906716295

McMahon, Margery, Forde , Christine and Martin, Margaret, (Eds.) (2011) Contemporary Issues in Learning and Teaching. Sage , London .

Forde, C., (Ed.) (2008) Tackling gender inequality: Raising pupil achievement. Series: Policy and Practice in Education. Dunedin Academic Press, Edinburgh. ISBN 9781903765753

Research Report or Paper

Forde, C., and McMahon, M. (2011) Accomplished Teaching, Accomplished Teachers in Scotland: A Report Submitted to the Committee Reviewing Teacher Employment in Scotland. Project Report. University of Glasgow.

MacBeath, John, Gronn, Peter, Opher, Darleen, Lowden, Kevin, Forde, Christine, Cowie, Mike, and O'Brien, Jim (2009) The Recruitment and Retention of Headteachers in Scotland. Project Report. Scottish Government Social Research, Edinburgh.

Davidson, J., Forde, C., Gronn, P., MacBeath, J., McMahon, M., and Martin, M. (2008) Towards a mixed economy of Head Teacher development: Evaluation Report to the Scottish Government on the Flexible Routes to Headship Pilot. Project Report. Scottish Government, Edinburgh.

Menter, I., McMahon, M., Forde, C., Hall, J., McPhee, A., Patrick, F., and Devlin, A.M. (2006) Teacher working time research: final report to the Scottish Negotiating Committee for Teachers. Project Report. Scottish Government / Scottish Joint Negotiating Committee, Edinburgh, UK.

Conference Proceedings

Forde, Christine (2010) Developing Accomplished Teaching and Teachers. In: International Symposium on Developing Accomplished Teachers and Teaching (ISAT&T), 24th and 25th June 2010, Glasgow University.

Forde, C. (2010) Accomplished teaching, accomplished teachers: national seminar Edinburgh 2010. In: International Symposium on Accomplished Teaching, 23-24 June 2010, Glasgow, UK.

Forde, C. (2009) Accomplished teaching and teacher leadership: competing ideals? In: European Conference on Educational Research, 25-26 Sept 2009, Vienna, Austria.

Forde, C. (2008) The teacher as mother: exploring images of the teacher as mother in feminist utopian literature. In: The Teacher, Image, Icon and Identity: An Interdisciplinary Conference on Representations of the Teacher in Arts and Humanities, 2-4 July 2008, University of Glasgow, Glasgow, UK.

Forde, C., Gronn, P., MacBeath, J., McMahon, M., Martin, M., and Davidson, J. (2008) Coaching and the journey to school leadership [roundtable]. In: European Conference for Educational Research, 8-12 Sept 2008, Gothenburg, Sweden.

Forde, C., Devlin, A.M., McMahon, M., Hall, J, and Menter, I. (2007) Reforming teachers: how teachers conceive of their work. In: European Educational Research Association Annual Conference, 19-20 Sept 2007, Ghent.

Patrick, F., Devlin, A.M., McMahon, M., McPhee, A., Hall, J., Forde, C., and Menter, I. (2007) Teacher Working Time Research (TWTR): survey results and teachers' professional identity. In: Joint Conference on Teacher Education and Teachers' Work, 15 June 2007, University of Strathclyde, Glasgow. (Unpublished)

This list was generated on Fri May 3 09:16:52 2013 BST.

Research Supervision

Areas of doctoral supervision include:

  • Boy's Achievement in Secondary Education
  • Work/Life Balance Issues in Generation Y Educators in Malaysian Schools
  • Total Quality Management in the Ministry of Education in Oman
  • Effective School Leadership: The Views of Headteachers of Secondary Schools in Oman
  • Catholic Schools in Scotland: Mapping the contemporary debate and their continued existence in the 21st century
  • Higher Education and the Knowledge Economy
  • The Management of Change in Pakistani Schools
  • The Journey to Headship in Scottish Schools
  • Building a Collaborative Culture in Schools

She is a member of the Doctorate in Education teaching team and supervises doctoral students.Teaching areas are largely post graduate programmes for aspiring and experienced school leaders including:

  • PG Diploma in School Leadership and Management (SQH) for aspirant headteachers
  • PG Certificate in Middle leadership and Management in Schools for aspirant and serving principal teachers
  • PG Certificate in Developing Leadership and Learning - an innovative programme for emergent and teacher leaders in collaboration with the EIS and University of Edinburgh.

Teaching

Christine Forde is the programme leader for the post graduate programme for aspiring school leaders:

  • Postgraduate Certificate in Middle Leadership and Management in Schools

She is also working with colleagues in the Department to develop new masters programmes:  MSc in Organisational Leadership.   She also has delivered a range of short courses for aspiring and experienced school leaders including:

  • Leadership for Learning
  • Leading a Small School As a Teaching Head
  • Middle Leadership Skills
  • Project Management

Consulting and advice

The Scottish Qualification for Headship Part of the pilot working group set up by SOEID (Scottish Office Education and Industry Department) to design a competence standard (Standard for Headship, SEED 1998, 2003), design  and deliver the SQH Programme (Programme for the SQH, SEED 1998, 2003); tutor and assessor training for the SQH programme.

Western Consortium: Glasgow University co-ordinator on Western Consortium Board - a consortium between three universities (Glasgow, Stirling and Strathclyde) and 17 Local Authorities - to manage and deliver management development programmes towards the Standard for Headship

National SQH Co-ordinators Group: co-ordination group to develop nationally SQH provision; current initiatives include flexible routes and the development of leadership and management development pathways.

Steering committee partnership project on the development of teacher leadership with EIS and University of Edinburgh: PG Certificate in Developing leadership and Learning

Academic and professional body membership

GTC Scotland

Scottish Educational Research Association

British Educational Research Association

SELMAS

Additional information

Series Editor: Dunedin Academic Press

Reviewer Cambridge Journal of Education