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McGrogan, N (2024) Teachers as researchers: understanding the lived experience of engagement in research through collaborative close-to-practice enquiry. PhD thesis, Bath Spa University. doi: 10.17870/bathspa.00016291

Burtonshaw, A and McGrogan, N (2019) 'Challenging able, interested and motivated (AIM) children within and beyond core subjects.' Impact, 7.

McGrogan, N (2019) A synthesis of research, inquiry and practice: teachers' perspectives of knowledge development through research. In: Twenty-Sixth International Conference on Learning, 24-26 July 2019, Queen's University Belfast, Belfast, UK.

McGrogan, N (2019) Teachers as researchers: investigating research capacity building through collaborative close-to-practice inquiry. In: IfE Research Conference, June 2019, Bath Spa University, UK.

McGrogan, N and Earle, S (2019) 'Formative use of assessment by pupils.' In: Earle, S, ed. Assessment in the primary classroom: principles and practice. Learning Matters, London, pp. 33-45. ISBN 9781526449986

Loughran, E and McGrogan, N (2017) 'Pupils' use of visual mathematical problem solving strategies.' Mathematics Teaching, 256.

McGrogan, N (2016) From papers to planning: the views of teacher trainees on the effectiveness of subject knowledge development opportunites. In: UCET Annual Conference, 8 - 9 November 2016, Birmingham, UK.

McGrogan, N (2014) Creative writing pedagogy: can it be altered to increase the engagement of reluctant writers with the writing process? In: UKLA 50th International Conference, 4-6 July 2014, University of Sussex, UK.