Hopwood N, Moraby K, Dadich A, Gowans J, Pointon K, Ierardo A, Reilly C, Syrmis M, Frederiksen N, Disher-Quill K, Scheuring N, Heves R & Elliot C (2021) Paediatric tube-feeding: An agenda for care improvement and research. Journal of Paediatrics and Child Health, doi: 10.1111/jpc.15286
Hopwood N, Elliot C, Moraby K, & Dadich A (2020). Parenting children who are enterally fed: how families go from surviving to thriving. Child: Care, Health & Development 46(6), 741-748. https://doi.org/10.1111/cch.12808
Engeström Y, Nuttall J & Hopwood N (2020) Transformative agency by double stimulation: Ad-vances in theory and methodology. Pedagogy, Culture & Society, doi: 10.1080/14681366.2020.1805499
Hopwood N, Dahlberg J, Blomberg M & Abrandt Dahlgren M (2020) Double stimulation in healthcare emergencies: fostering expansive, collective tool use through simulation-based continuing professional education. Pedagogy, Culture & Society, doi: 10.1080/14681366.2020.1805496
Hopwood N & Gottschalk B (2020) From volitional action to transformative agency: double stimulation in services for families with young children. Pedagogy, Culture & Society, doi: 10.1080/14681366.2020.1805494
Hopwood N, Blomberg M, Dahlberg J & Abrandt Dahlgren M (2020) Three principles informing simulation-based continuing education to promote effective interprofessional practice: reorganizing, reframing and recontextualizing. The Journal of Continuing Education in the Health Professions, 40(2), 81-88. https://doi.org/10.1097/CEH.0000000000000292
Hopwood N (2020) Transforming trajectories for disadvantaged young children: lessons from Tasmania’s Child and Family Centres. In B Shelly, K te Riele & N Brown (eds) Harnessing the transformative power of education. Leiden: Brill, 265-281.
Hopwood N (2019) Working in partnership with families facing adversity. Research in Practice Series 26(3). Available from Early Childhood Australia website
Hopwood N & Jensen K (2019) Shadow organizing and imitation: new focus points for research. Qualitative Research in Organizations and Management. doi: 10.1108/QROM-04-2019-1743
Hopwood N & Mäkitalo Å (2019) Learning and expertise in support for parents of children at risk: A cultural-historical analysis of partnership practices. Oxford Review of Education. doi: 10.1080/03054985.2018.1553776
Hopwood N & Clerke T (2019) Common knowledge between mothers and children in problematic transitions: How professionals make children’s motives available as a resource. In M Hedegaard & A Edwards (eds) Support for children, young people and their carers in difficult transitions: working in the zone of social concern. London: Bloomsbury, 91-129.
Hopwood N (2019) Motives and demands in parenting young children: A cultural-historical account of productive entanglement in early intervention services. In A Edwards, M Fleer & L Bøttcher (eds) Cultural-historical approaches to studying learning and development: Societal, institutional and personal perspectives. Dordrecht: Springer, 101-116.
Dieckmann P, Johnson E & Hopwood N (2019) Bodies in simulation. In M Abrandt Dahlgren, H Rystedt, L Felländer-Tsai & S Nyström (eds) Interprofessional simulation in health care: Materiality, embodiment, interaction. Dordrecht: Springer, 175-195.
Hopwood N, Ahn S-E, Rimpiläinen S, Dahlberg J, Nyström S & Johnson E (2019) Doing interprofessional simulation. In M Abrandt Dahlgren, H Rystedt, L Felländer-Tsai & S Nyström (eds) Interprofessional simulation in health care: Materiality, embodiment, interaction. Dordrecht: Springer, 91-113.
Srivastava P & Hopwood N (2018) Reflection/commentary on a past article: “A practical iterative framework for qualitative data analysis”. International Journal of Qualitative Methods 17, pp. 1-3. doi: 10.1177/1609406918788204
Lindh Falk, A., Hult, H., Hammar, M., Hopwood, N., & Abrandt Dahlgren, M. (2018). Nursing assistants matters – an ethnographic study of knowledge sharing in interprofessional practice. Nursing Inquiry 25(2) e12216. doi:10.1111/nin.12216
Hopwood, N., Clerke, T., & Nguyen, A. (2018). A pedagogical framework for facilitating parents’ learning in nurse-parent partnership. Nursing Inquiry 25(2), e12220. doi:10.1111/nin.12220
Hopwood N (2018) Practice, theory and doctoral education research. In E Bitzer, L Frick, M Foure-Malherbe & K Phyältö (eds) Spaces, journeys and horizons for postgraduate supervision. Stellenbosch: African Sun Media.
Reich A, Rooney D & Hopwood N (2017) Sociomaterial perspectives on work and learning: sites of emergent learning. Journal of Workplace Learning 29(7/8), 566-576. doi: i: 10.1108/JWL-05-2016-0034
Hopwood N & Gottschalk B (2017) Double stimulation “in the wild”: Services for families with children at risk. Learning, Culture and Social Interaction 13, 23-37. doi: 10.1016/j.lcsi.2017.01.003 View the video abstract
Hopwood N & Edwards A (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients. International Journal of Educational Research 83, 107-119. doi: 10.1016/j.ijer.2017.02.007 View video abstract. Available for free download until 12 May 2017
Clerke, T., Hopwood, N., Chavasse, F., Fowler, C., Lee, S., & Rogers, J. (2017). Using professional expertise in partnership with families: a new model of capacity-building. Journal of Child Health Care, 21(1), 74-84. doi:10.1177/1367493516686202
Lindh Falk A, Hopwood N & Abrandt Dahlgren M (2017) Unfolding Practices: A Sociomaterial View of Interprofessional Collaboration in Health Care. Professions and Professionalism 7(2) doi: 10.7577/pp.1699 #OpenAccess
Hopwood N (2017) Agency, learning and knowledge work: epistemic dilemmas in professional practices. In M Goller & S Paloniemi (eds) Agency at work: an agentic perspective on professional learning and development. Dordrecht: Springer, 121-140.
Hopwood N (2017) Practice, the body and pedagogy: attuning as a basis for pedagogies of the unknown. In P Grootenboer, C Edwards-Groves & S Choy (eds) Practice theory perspectives on education and pedagogy: praxis, diversity and contestation. Dordrecht: Springer, 87-106.
Hopwood N (2017) Practice architectures of simulation pedagogy: from fidelity to transformation. In K Mahon, S Francisco & S Kemmis (eds) Exploring education and professional practice: through the lens of practice architectures. Dordrecht: Springer, 63-81.
Hopwood N (2017) Expertise, learning, and agency in partnership practices in services for families with young children. In Edwards A (Ed) Working relationally in and across practices: cultural-historical approaches to collaboration. Cambridge: Cambridge University Press, 25-42.
Hopwood N (2016) Professional practice and learning: times, spaces, bodies, things. Dordrecht: Springer.
Hopwood N & Clerke T (2016) Professional pedagogies of parenting that build resilience through partnership with families at risk: a cultural-historical approach. Pedagogy, Culture & Society 24(4), 599-615. doi:10.1080/14681366.2016.1197299 50 free digital copies available (please do not use if you have alternative access via your institution, so this link can be preserved for those without access)
Hopwood N, Day C & Edwards A (2016) Partnership practice as collaborative knowledge work: overcoming common dilemmas through an augmented view of professional expertise. Journal of Children’s Services 11(2), 111-123 doi: 10.1108/JCS-08-2015-0027
Abrandt Dahlgren M, Fenwick T & Hopwood N (2016) Theorising simulation in higher education: difficulty for learners as an emergent phenomenon. Teaching in Higher Education 21(6), 613-627. doi: 10.1080/13562517.2016.1183620 (doi link to free full text for first 50 downloads, please only use if you don’t have access via your institution)
Kelly M, Hopwood N, Rooney D & Boud D (2016) Enhancing students’ learning through simulation: dealing with diverse, large cohorts. Clinical Simulation in Nursing 12(5), 171-176. doi: 10.1016/j.ecns.2016.01.010
Hopwood N, Rooney D, Boud D & Kelly M (2016) Simulation in higher education: a sociomaterial view. Educational Philosophy and Theory 48(2), 165-178. doi: 10.1080/00131857.2014.971403
Hopwood N, Sherab K, Kumar Rai B & Lhendup K (2016) Using a cultural-historical approach to promote Gross National Happiness (GNH) in Bhutan: prospects for research and practice. Bhutan Journal of Research & Development 5(1), 49-59. Link to #OpenAccess copy
Green B & Hopwood N (eds) (2015) The body in professional practice, learning and education: body/practice. Dordrecht: Springer.
Rooney D, Hopwood N, Boud D & Kelly M. (2015). The role of simulation in pedagogies of higher education for the health professions: through a practice-based lens. Vocations and Learning 8(3), 269-285. doi: 10.1007/s12186-015-9138-z (read this free #OpenAccess from SpringerNature SharedIt here).
Hopwood N (2015) Understanding partnership in primary health as pedagogic work: what can Vygotsky’s theory of learning offer? Australian Journal of Primary Health 21(1), 9-13. doi: 10.1071/PY12141
Hopwood N & McAlpine L (2015) Conceptualising the PhD as preparing for academic practice in geography. GeoJournal: Spatially Integrated Social Sciences and Humanities 80(2), 203-207. doi: 10.1007/s10708-014-9585-3 (read this for free #OpenAccess via this SpringerNature link)
Hopwood N (2015) Communicating in partnership with service users: what can we learn from child and family health? In Iedema R, Piper D & Manidis M (eds) Communicating quality and safety in health care. Cambridge: Cambridge University Press, 149-161. [download front matter]
Green B & Hopwood N (2015) The body in professional practice, learning and education: a question of corporeality? In B Green & N Hopwood (eds) The body in professional practice, learning and education: body/practice. Dordrecht: Springer, 15-33.
Hopwood N (2015) Relational geometries of the body: doing ethnographic fieldwork. In B Green & N Hopwood (eds) The body in professional practice, learning and education: body/practice. Dordrecht: Springer, 53-69.
Clerke T & Hopwood N (2014) Doing ethnography in teams: a case study of asymmetries in collaborative research. Dordrecht: Springer.
Hopwood N (2014) Four essential dimensions of workplace learning. Journal of Workplace Learning 26(6/7), 349-363. doi: 10.1108/JWL-09-2013-0069
Hopwood N (2014) Using video to trace the embodied and material in a study of health practice. Qualitative Research Journal 14(2), 197-211. doi: 10.1108/QRJ-01-2013-0003
Hopwood N (2014) The rhythms of pedagogy: An ethnographic study of parenting education practices. Studies in Continuing Education. 36(2), 115-131. doi: 10.1080/0158037X.2013.787983.
Hopwood, N. (2014). A sociomaterial account of partnership, signatures and accountability in practice. Professions & Professionalism, 4(2). doi: 10.7577/pp.604 #OpenAccess
Gregory L, Hopwood N & Boud D (2014) Interprofessional learning at work: what spatial theory can tell us about interprofessional learning in an acute care ward. Journal of Interprofessional Care 28(3), 200-205. doi: 10.3109/13561820.2013.873774
Hopwood N (2014) The fabric of practices: times, spaces, bodies, things. In L McLean, L Stafford & M Weeks (eds) Exploring bodies in time and space. Oxfordshire: Inter-Disciplinary Press, 137-146.
Hopwood N, Abrandt Dahlgren M & Siwe K (2014) Developing professional responsibility in medicine: a sociomaterial curriculum. In T Fenwick & M Nerland (eds) Reconceptualising professional learning: sociomaterial knowledges, practices, and responsibilities. London: Routledge, 171-183.
Lindh Falk A, Hammar M, Hopwood N, Hult H & Abrandt Dahlgren M (2013) One size fits all? A student ward as learning practice for interprofessional development. Journal of Interprofessional Care 27(6), 476-481. doi: 10.3109/13561820.2013.807224
Hopwood N, Fowler C, Lee A, Rossiter C, Bigsby M (2013) Understanding partnership practice in child and family nursing through the concept of practice architectures. Nursing Inquiry 20(3), 199-210. doi: 10.1111/nin.12019
Hopwood, N. (2013). Ethnographic fieldwork as embodied material practice: reflections from theory and the field. In N. K. Denzin (Ed.), 40th anniversary of studies in symbolic interaction (Studies in symbolic interaction, volume 40) (pp. 227-245). Bingley: Emerald Group Publishing Limited.
Lundholm C, Hopwood N & Rickinson M (2013) Environmental learning: insights from research into the student experience. In J Dillon, M Brody, R B Stevenson & A E J Wals (Eds) International handbook of research on environmental education. London: Routledge for the American Educational Research Association, 243-252.
Hopwood N (2012) Geography in secondary schools: researching pupils’ classroom experiences. London: Continuum. Reviewed by Prof David Lambert
Fowler C, Rossiter C, Bigsby M, Hopwood N, Lee A & Dunston R (2012) Working in partnership with parents: the experience and challenge of practice innovation in child and family health nursing. Journal of Clinical Nursing, 21(21-22), 3306-3314. doi: 10.1111/j.1365-2702.2012.04270.x
Hopwood N & Paulson J (2012) Bodies in narratives of doctoral experience. Studies in Higher Education, 37(6), 667-681. doi: 10.1080/03075079.2010.537320
Rossiter C, Fowler C, Hopwood N, Lee A & Dunston R (2011) Working in partnership with vulnerable families: the experience of child and family health practitioners. Australian Journal of Primary Health, 17(4), 378-383. doi: 10.1071/PY11056
Solem M, Hopwood N & Schlemper B (2011) Experiencing graduate school: a comparative analysis of students in geography programs. The Professional Geographer, 63(1), 1-16. doi: 10.1080/00330124.2010.533547
Hopwood N, Alexander P, Harris-Huemmert S, McAlpine L & Wagstaff S (2011) The hidden realities of life as a doctoral student. In V Kumar & A Lee (Eds) Doctoral education in international context: connecting local, regional and global perspectives. Serdang, Malaysia: Universiti Putra Malaysia Press, 212-231. [#OpenAccess]
Hopwood N (2011) Young people’s conceptions of geography and education. In G Butt (Ed) Geography, education and the future, London: Continuum, pp 30-43.
Hopwood N (2010) Doctoral experience and learning from a sociocultural perspective. Studies in Higher Education, 35(7), 829-843. doi: 10.1080/03075070903348412
Hopwood N (2010) A sociocultural view of doctoral students’ relationships and agency. Studies in Continuing Education, 33(2), 103-117. doi: 10.1080/0158037X.2010.487482
Hopwood N (2010) Doctoral students as journal editors: non-formal learning through academic work. Higher Education Research and Development, 29(3), 319-331. doi: 10.1080/07294360903532032
Rickinson M, Lundholm C & Hopwood N (2009) Environmental learning: insights from research into the student experience. Dordrecht: Springer.
Srivastava P & Hopwood N (2009) A practical iterative framework for qualitative data analysis. International Journal of Qualitative Methods 8(1), 76-84.
Hopwood N (2009) UK high school pupils’ conceptions of geography: research findings and methodological implications. International Research in Geographical and Environmental Education, 18(3), 185-197. doi: 10.1080/10382040903054016
McAlpine L, Jazvac-Martek M & Hopwood N (2009) Doctoral student experience: activities and difficulties influencing identity development. International Journal for Researcher Development 1(1), 97-112. doi: 10.1108/1759751X201100007
Hopwood N & Sutherland K (2009) Relationships and agency in doctoral and early career academic experience. In H Wozniak & S Bartoluzzi (Eds) Research and development in higher education, volume 32: the student experience, Milperra, NSW: Higher Education Research and Development Society of Australasia, pp 210-218.
Hopwood N & Stocks C (2008) Teaching development for doctoral students: what can we learn from activity theory? International Journal for Academic Development 13(3), 175-186. doi: 10.1080/13601440802242358
Hopwood N (2008) Values in geographic education: the challenge of attending to learners’ perspectives. Oxford Review of Education 34(5), 589-608. doi: 10.1080/03054980701768766
Hopwood N (2007) Environmental education: pupils’ perspectives on classroom experience. Environmental Education Research 13(4), 453-465. doi: 10.1080/13504620701581547
Hopwood N (2007) Researcher roles in a school-based ethnography. In G Walford (Ed) Studies in educational ethnography, volume 12: methodological developments in ethnography. Oxford: Elsevier, pp 51-68.
Hopwood N (2007) Pupils’ conceptions of geography: issues for debate. In J Halocha & A Powell (Eds) Conceptualising geographical education. London: International Geographical Union Commission on Geographic Education / Institute of Education, pp 49-65.
Brooks C & Hopwood N (2006) Exploring issues of validity in a study of geography teachers’ subject knowledge. Research in Geographic Education 8, 59-72.
Hopwood N, Courtley-Green C & Chambers T (2005) Year 9 students’ conceptions of geography. Teaching Geography 30(2), 91-93.
Hopwood N (2004) Pupils’ conceptions of geography: towards an improved understanding. International Research in Geographical and Environmental Education 13(4), 348-361. doi: 10.1080/14724040408668455
Hopwood N (2004) Research design and methods of data collection and analysis: researching students’ conceptions in a multiple-method case study. Journal of Geography in Higher Education 28(2), 347-353. doi: 10.1080/0309826042000242558
Books and reports for practitioner and student audiences
Hopwood, N., Dunston, R., & Clerke, T. (2013). The Family Partnership Model in practice in New South Wales: working with families with complex needs to make a difference. Available from http://www.govint.org/good-practice/case-studies/the-family-partnership-model-in-practice-in-new-south-wales/
Hopwood N & Clerke T (2012) Partnership and pedagogy in child and family health practice: a resource for professionals, educators and students. Hertsellung, Lambert Academic Publishing.
Rossiter C, Hopwood N, Dunston R, Fowler C, Bigsby M & Lee A (2011) Sustaining practice innovation in child and family health: report to partners. Sydney: Centre for Research in Learning and Change.
Hopwood N, McAlpine L & Arnold R (2009) Centre for Excellence in Preparing for Academic Practice: final self evaluation. Centre for Excellence in Preparing for Academic Practice, Oxford.
Mills D, Cox M, Zhang M, Hopwood N & McAlpine L (2010) Internationalisation and the next generation of social scientists: experiences of early career academics from Sub-Saharan Africa. Oxford: Centre for Excellence in Preparing for Academic Practice.
Hopwood N, McAlpine L, Mills D, Alexander P, Turner G, Harris-Huemmert S & Paulson J (2009) The next generation of social scientists: key findings and recommendations. Oxford: Centre for Excellence in Preparing for Academic Practice.
Paulson J, Hopwood N, McAlpine L & Mills D (2009) Untold doctoral experiences: research findings and recommendations from a study into the challenges of doctoral study. Oxford: Centre for Excellence in Preparing for Academic Practice. [#OpenAccess]
Hopwood N, McAlpine L & Arnold R (2008) Academic practice in the 21st century: a resource for aspiring academics. Oxford: Centre for Excellence in Preparing for Academic Practice.
Hopwood N (2008) Young People’s Geographies: evaluator’s report – Year 2. Geographical Association, Sheffield.
Hopwood N (2007) Young People’s Geographies: evaluator’s report. Geographical Association, Sheffield.
Hopwood N (2014) Book Review: Professional Learning in the Knowledge Society, Edited by Karen Jensen, Leif Chr. Lahn and Monika Nerland, Journal of Education and Work, Vol. 27, No. 6, 678-681. doi: 10.1080/13639080.2013.820263
Hopwood N (2013) Book review: The Routledge Doctoral Student’s Companion, edited by Pat Thomson and Melanie Walker; and the Routledge Doctoral Supervisor’s Companion, edited by Melanie Walker and Pat Thomson. Studies in Continuing Education. Online first doi: 10.1080/0158037X.2013.796796. doi: 10.1080/0158037X.2013.796796
Hopwood N (2011) Book review: Social Work and the Body, by Nadine Cameron and Fiona McDermott. Qualitative Health Research, 21(9), 1295-1296. doi: 10.1177/1049732310392594
Editorials, opinion pieces, and non-refereed conference proceedings
Turner G, McAlpine L & Hopwood N (2012) Hidden realities of doctoral journeys. Research Intelligence 117, 16-17. #OpenAccess
Hopwood N, Boud D, Lee A. Abrandt Dahlgren M & Kiley M (2010) A different kind of doctoral education: a discussion panel for rethinking the doctoral curriculum. In M Kiley (Ed) Quality in postgraduate research: educating researchers for the twenty-first century – conference proceedings. Canberra: Australian National University, pp 83-91.
Hopwood N & Stocks C (2010) Bringing the backstage into the light? Thoughts on shadowy academic practices. International Journal for Academic Development, 15(1), 89-91.doi: 10.1080/13601440903529968
Hopwood N & Stocks C (2009) Research and development for early career academics: encouraging signs, but are we talking past each other? International Journal for Academic Development, 14(3), 169-171. doi: 10.1080/13601440903106478
Hopwood N & Solem M N (2009) The future of geography education research: supporting early career academics and developing an international agenda. Research in Geographic Education, 11(1), 1-6. [editorial for special issue]
McAlpine L & Hopwood N (2009) ‘Third spaces’: a useful developmental lens? International Journal for Academic Development 14(2), 159-162. doi: 10.1080/13601440902970072
White C, Hopwood N & Wyatt J (2007) Development for contract research staff at Oxford: towards a professional career framework. Research Intelligence 98, 18-19. #OpenAccess