Brian Hudson

Brian Hudson is Guest Professor at Karlstad University in Sweden where he works with the ROSE research group - 'Research on Subject-Specific Education'. He is Emeritus Professor of Education and former Head of the School of Education and Social Work (2012-16) at the University of Sussex.

Currently he is a Co-Investigator for the KOSS Network: "Knowledge and Quality across School Subjects and Teacher Education” supported through an Educational Sciences network grant (2018-03603) from the Swedish Research Council  (2019-2023). He is an Associate Editor of the Journal of Curriculum Studies and a Fellow of the Institute of Mathematics and its Applications.

He was awarded honorary membership of EERA Network 27 Didactics – Learning and Teaching in 2016 and a UK National Teaching Fellowship in 2004. Formerly he was the main organiser of the WERA Network on Didactics – Learning and Teaching. Previously he has held professorial posts at Sheffield Hallam University, Umeå University and the University of Dundee. 

Brian is a member of the ROSE group - Research on Subject-specific Education

Published Papers in Refereed Academic Journals:

Hudson, B. (2019) Epistemic Quality for Equitable Access to Quality Education in School Mathematics, Journal of Curriculum Studies, Vol. 51, Issue 4, 437-456. https://doi.org/10.1080/00220272.2019.1618917 

Hudson, B. (2018) Powerful Knowledge and Epistemic Quality in School Mathematics, London Review of Education: Special Issue on Knowledge and Subject Specialist Teaching, Vol. 16, Issue 3, 384-397. UCL IOE Press. https://doi.org/10.18546/LRE.16.3.03

Gericke, N., Hudson, B., Olin-Scheller, C. and Stolare, M. (2018) Powerful Knowledge, Transformations and the Need for Empirical Studies across School Subjects, London Review of Education: Special Issue on Knowledge and Subject Specialist Teaching, Vol. 16, Issue 3, 428-444.  UCL IOE Press. https://doi.org/10.18546/LRE.16.3.06

Hudson, B. (2015) Butterflies and Moths in the Amazon: Developing Mathematical Thinking through the Rainforest/ Les Papillons en Amazonie: le développement de la pensée mathématique au travers de la forêt pluviale, Education and Didactique, Vol. 9, Issue 2, 119 – 133. http://educationdidactique.revues.org/2322

Hudson, B., Henderson, S. and Hudson, A., (2015) Developing Mathematical Thinking in the Primary Classroom: Liberating Teachers and Students as Learners of Mathematics, Journal of Curriculum Studies, Vol. 47, Issue 3, 374-398. http://dx.doi.org/10.1080/00220272.2014.979233

Books:

Hudson, B., Gericke, N., Olin-Scheller, C. and Stolare, M. (2022) International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice, Bloomsbury Academic, London. ISBN 9781350178403

Hudson, B., Gericke, N., Olin-Scheller, C. and Stolare, M. (2022) International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects, Bloomsbury Academic, London. ISBN 9781350167100

Hudson, B., Leask, M. and Younie, S. (2021) Education System Design: Foundations, Policy Options and Consequences. Abingdon, Routledge/Taylor & Francis Group. ISBN 9780429261190 

Hudson, B. (Ed.) (2017) Overcoming Fragmentation in Teacher Education Policy and Practice, Cambridge Education Research Series, Cambridge University Press. ISBN 9781316640791 

Book chapters:

Gericke, N., Hudson, B., Olin-Scheller, C. and Stolare, M. (2022) Researching Powerful Knowledge and Epistemic Quality across School Subjects. In B. Hudson, N. Gericke, C. Olin-Scheller and M. Stolare (Eds.) International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects, Bloomsbury Academic, London, 1-16. ISBN 9781350167100

Gericke, N., Hudson, B., Olin-Scheller, C. and Stolare, M. (2022) Trajectories of epistemic quality and powerful knowledge across school subjects. In B. Hudson, N. Gericke, C. Olin-Scheller and M. Stolare (Eds.) International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects, Bloomsbury Academic, London, 198-221. ISBN 9781350167100

Hudson, B. (2022) Evaluating Epistemic Quality in Primary School Mathematics in Scotland. In B. Hudson, N. Gericke, C. Olin-Scheller and M. Stolare (Eds.) International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects, Bloomsbury Academic, London, 17-35. ISBN 9781350167100

Hudson, B. (2022) Teachers as Curriculum Makers for School Mathematics of High Epistemic Quality. In B. Hudson, N. Gericke, C. Olin-Scheller and M. Stolare (Eds.) International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice, Bloomsbury Academic, London, 145-166. ISBN 9781350178403

Loquet, M., Hudson, B. and Wegner, A. (2022) Epistemic Quality of Physical Education in a High School in France. In B. Hudson, N. Gericke, C. Olin-Scheller and M. Stolare (Eds.) International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects, Bloomsbury Academic, London, 37-53. ISBN 9781350167100

Stolare, M, Hudson, B. Gericke, N. and Olin-Scheller, C. (2022), Powerful Professional Knowledge and Innovation in Teacher Education Policy and Practice. In B. Hudson, N. Gericke, C. Olin-Scheller and M. Stolare (Eds.) International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice, Bloomsbury Academic, London, 1-21. ISBN 9781350178403

Stolare, M, Hudson, B. Gericke, N. and Olin-Scheller, C. (2022), Implications of Powerful Professional Knowledge for Innovation in Teacher Education Policy and Practice. In B. Hudson, N. Gericke, C. Olin-Scheller and M. Stolare (Eds.) International Perspectives on Knowledge and Quality: Implications for Innovation in Teacher Education Policy and Practice, Bloomsbury Academic, London, 225-241. ISBN 9781350178403

Wegner, A., Hudson, B. and Loquet, M. (2022) Epistemic Quality of Language Learning in a Primary Classroom in Germany. In B. Hudson, N. Gericke, C. Olin-Scheller and M. Stolare (Eds.) International Perspectives on Knowledge and Curriculum: Epistemic Quality across School Subjects, Bloomsbury Academic, London, 55-77. ISBN 9781350167100

Hudson, B. and Zgaga, P. (2017) History, context and overview: Implications for teacher education policy, practice and future research. In B. Hudson (Ed.) (2017) Overcoming Fragmentation in Teacher Education Policy and Practice, Cambridge Education Research Series, Cambridge University Press.

Hudson, B. (2016) Didactics. In D. Wyse, L. Hayward and J. Pandya (Eds.) SAGE Handbook of Curriculum, Pedagogy and Assessment, Sage Publications, 107-124.