论文

[1] Marschall, G., Watson, S., Major, L., & Kimber E. (In review). A phenomenological study of a novice mathematics teacher’s instructional decision making.

[2] Watson, S. (2023). A educação matemática como um sistema da sociedade. Revista de Educação Matemática (REMat).

[3] Barnes, N., & Watson, S. (2022). The moral positioning of education policy publics: how social media is used to wedge an issue. Critical Studies in Education.  DOI: 10.1080/17508487.2022.2153372

[4] Marschall, G., & Watson, S. (2022). Teacher self-efficacy as an aspect of narrative self-schemata. Teaching and Teacher Education, 109, 103568.

[5] Watson, S., & Barnes, N. (2021). Online educational populism and New Right 2.0 in Australia and England. Globalisation, Societies and Education 1–13.

[6] Watson, S. (2021). New Right 2.0: Teacher populism on social media in England. British Educational Research Journal. 47(2), 299–315.

[7] Watson, S. (2020). George Spencer-Brown’s laws of form fifty years on: Why we should be giving it more attention in mathematics education. Mathematics Teaching-Research Journal Online, 12(2), 161–187.

[8] Watson, S., & Marschall, G. (2019). How a trainee mathematics teacher develops teacher self-efficacy. Teacher Development, 23(4), 469-487.

[9] Watson, S. (2019). The politics of ability and online culture wars. FORUM, 61(1), 67–75.

[10] Major, L., & Watson, S. (2018). Using video to support in-service teacher professional development: The state of the field, limitations and possibilities. Technology, Pedagogy and Education, 27(1), 49–68.

专著

Pre-prints

[1] Watson, S., Romic, J., & Lien, V., (2023) ChatGPT与社会、教育和技术的纠缠进化：系统理论视角. DOI: 10.13140/RG.2.2.16108.13448

[2] Watson, S., (2023). ChatGPT and the Entangled Evolution of Society, Education, and Technology: A Systems Theory Perspective. DOI: 10.13140/RG.2.2.19272.39689

[3] Watson, S., (2022). Scientific communication in educational policymaking: the case of new right think tanks in England and Australia., DOI: 10.13140/RG.2.2.32036.14728

[4] Watson, S., (2022). Organisations of legitimacy: new right think tanks in England and Australia.

[5] Watson, S. (2022). Toward a systems theory approach to mathematics education. DOI: 10.13140/RG.2.2.30987.57124

[6] Watson, S. (2022). Scholar-activism: knowledge, populism, politics and society. DOI: 10.13140/RG.2.2.17565.79844

Book Chapters

[1] Watson, S. (forthcoming). Toward a Systems Theory Approach to Mathematics Education. In Ongoing advancements in the philosophy of mathematics education. Springer.

[2] Bamber, S., & Watson, S. (forthcoming). Teaching the lesson. In S. Morgan, D. Swanson & R. Archer (Eds.) A practical guide to mentoring beginning mathematics teachers. Routledge

[3] Watson, S., Dawes, M., & Marschall, G. (forthcoming). The role of mentoring when learning through experience. In S. Morgan, D. Swanson & R. Archer (Eds.) A practical guide to mentoring beginning mathematics teachers. Routledge

[4] Watson, S. (2018). Educating the working class. In I. Gilbert (Ed.), The working class, poverty, education and alternative voices (pp. 14–29). London: Bloomsbury.

[5] Watson, S. (2017). A manifesto for control: democracy, scholarship, activism and solidarity. In L. Rycroft-Smith & J.-L. Dutaut (Eds.), Flip the system UK: a teachers’ manifesto (pp. 68–75). London: Routledge.

[6] Watson, S., & Dawes, M. (2016). Learning mathematics: a cognitive focus. In S. Johnston-Wilder, C. Lee, & D. Pimm (Eds.), Learning to teach mathematics in the secondary school: a companion to school experience (4th ed.) (pp. 32-51). Routledge: London

[7] Watson, S., & Crawford, M. (2016). Connecting leadership, professional development and affect. In B. Apelgren, P. Burnard, & N. Carbaroglu (Eds.), Transformative teacher research: theory and practice for the twenty-first century (pp. 73-86). Sense Publishers.

会议

[1] Marschall, G., & Watson, S. (2019). Social Cognitive Theory as an integrated theory of mathematics teachers’ professional learning. Presented at the Conference of the International Group of Psychology in Mathematics Education (PME-43), University of Pretoria.

[2] Watson, S. (2019). Revisiting teacher decision making in the mathematics classroom: a multidisciplinary approach. Presented at the Eleventh Congress of the European Society for Research in Mathematics Education (CERME-11), Utrecht University.

[3] Watson, S. (2019). Bridging theory and practice: a posthuman perspective on mathematics teacher education. Presented at the 15th International Conference of The Mathematics Education for the Future Project, Theory and Practice: An Interface or A Great Divide?, Maynooth University, Kildare, Ireland.

[4] Major, L., Watson, S., & Kimber, E. (2016). Teacher change in post-16 mathematics: a multiple case analysis of teachers in the Zone of Enactment. Presented at the 13th International Congress on Mathematics (ICME-13), Hamburg, July 2016.

[5] Major, L., Watson, S., & Kimber, E. (2015). Developing instructional and pedagogical design for the Cambridge Mathematics Education Project: A Design-based research approach. In Adams, G. (Ed.) Proceedings of the British Society for Research into Learning Mathematics (BSLRM) 35(2). BSRLM Day Conference, University of Durham.

[6] Watson, S. (2014). The impact of professional development on the teaching of problem-solving. Proceedings of the 8th British Congress on Mathematics Education. University of Nottingham.

[7] Nardi, E., Biza, I. & Watson S. (2014).  What makes a claim an acceptable mathematical argument in the secondary classroom? A preliminary analysis of teachers’ warrants in the context of an Algebra Task. Proceedings of the 8th British Congress on Mathematics Education. University of Nottingham.

[8] Watson, S. (2013). Understanding mathematics teachers’ professional development from the perspective of social learning theory. In: B. Ubuz, C. Haser, & M. A. Mariotti (Eds.), Proceedings of the 8th Congress of European Research in Mathematics Education (CERME-8), Antalya, Turkey  (pp.  3287-3295). Ankara: Turkey

[9] Watson, S. (2012). The effects of professional development on teaching self-efficacy. In: The proceedings of the 12th International Congress of Mathematics Education, Seoul, South Korea.

[10] Watson, S. (2012). Developing teaching efficacy for inquiry-based learning. The Fibonacci Project European Conference Inquiry Based Scienceand Mathematics Education: Bridging the gap between education research and practice, University of Leicester.

[11] Watson, S., & Evans, S. (2012). Observing changes in teachers' practice as a consequence of taking part in professional development: developing a protocol for the observation of lessons In: C. Smith (Ed.), Informal proceedings of the British Society for Research into Learning of Mathematics, University of Sussex.

[12] Swan, M. & Watson, S. (2011). Designing professional development for mathematics teachers: A case study. In: Ubuz, B, (Ed.) Proceedings of the 35th Conference of the International Group for Psychology of Mathematics Education, vol 1. p. 414.

[13] Watson, S. (2011). The influence of teaching efficacy and professional life-stage on secondary mathematics teachers' use of problem-solving in their teaching In: C. Smith (Ed.), Informal proceedings of the British Society for Research into Learning of Mathematics, University of Oxford.