Publications
Books
James, M., McCormick, R., Black, P., Carmichael, P., Drummond, M-J., Fox, A., Frost, D., MacBeath, J., Marshall, B., Pedder, D., Procter, R., Swaffield, S. and Wiliam, D. (2007). Improving Learning how to learn: classrooms, schools and Networks. London: Routledge.
James, M., Black, P., Carmichael, P., Conner, C., Dudley, P., Fox, A., Frost, D., Honour, L., MacBeath, J., McCormick, R., Marshall, B., Pedder, D., Procter, R., Swaffield, S. and Wiliam, D. (2006). Learning how to learn: tools for schools. London: Routledge (TLRP Improving Practice series).
Arnot, M., McIntyre, D., Pedder, D., and Reay, D. (2004). Consultation in the classroom: developing dialogue about teaching and learning. Cambridge: Pearson Publishing.
Book Chapters
Pedder, D. and Opfer, V.D. (2013) Values-practice dissonance in teachers' professional learning orientations. In: C. McLaughlin (ed.) Teachers Learning: professional development and education. Cambridge: Cambridge University Press, 119-141.
Opfer, V.D. and Pedder, D. (2013) Teacher change and changing teachers via profesisonal development. In: C. McLaughlin (ed.) Teachers Learning: professional development and education. Cambridge: Cambridge University Press, 93-118.
Pedder, D and James, M. (2012) Professional learning as a condition for assessment for learning. In: J. Gardner (ed.) Assessment and Learning. London: Sage, 33-48.
Pedder, D. and James, M. (2007) Differences between and within schools: classroom assessment practices and values, in: James, M. et al. Improving Learning how to learn: classrooms, schools and networks. London: Routledge, 174-198.
Drummond, M-J., James, M. and Pedder, D. (2007) Case studies of learning how to learn from primary schools, in: James, M. et al. Improving Learning how to learn: classrooms, schools and networks. London: Routledge, 114-143.
MacBeath, J., Pedder, D. and Swaffield, S. (2007) Schools learning how to learn, in: James, M. et al. Improving Learning how to learn: classrooms, schools and networks. London: Routledge, 64-88.
James, M., Black, P., McCormick, R. and Pedder, D. (2007) Promoting learning how to learn through assessment for learning, in: James, M. et al. Improving Learning how to learn: classrooms, schools and networks. London: Routledge,
3-29.
James, M. and Pedder, D. (2006). Professional learning as a condition for assessment for learning, in J. Gardner (ed.) Assessment for learning: theory, policy and practice, London: Sage, 27-43.
Pedder, D. and McIntyre, D. (2004). The impact of pupil consultation on classroom practice, in Arnot, M., McIntyre, D., Pedder, D., and Reay, D. Consultation in the classroom: developing dialogue about teaching and learning, Cambridge: Pearson Publishing, 7-41.
Peer-reviewed Research Articles
Kershner, R., Pedder, D. and Doddington, C. (2013) Professional learning during a schools-university partnership Master of Education course: teachers' perspectives of their learning experiences. Teachers and Teaching: Theory and Practice 19 (1) 33-49.
Pedder, D. and Opfer, V.D. (2012) Professional learning orientations: patterns of dissonance and alignment between teachers' values and practices. Research Papers in Education, DOI: 10.1080/02671522.2012.706632.
Pedder, D. and Opfer, V.D. (2011) Are we realising the full potential of teachers’ professional learning in schools in England? Policy issues and recommendations from a national study. Professional Development in Education 37(5), 741-758.
Opfer, V.D,. and Pedder, D. (2011) Conceptualizing Teacher Professional Learning. Review of Educational Research, 81(3), 376-402.
Opfer, V.D., Pedder, D. and Lavicza, Z. (2011) The Influence of School Orientation to Learning on Teachers’ Professional Learning Change. School Effectiveness and School Improvement, 22(2), 193-214.
Opfer, V.D., Pedder, D. and Lavicza, Z. (2011) The role of teachers’ orientation to learning in professional development and change: A national study of teachers in England. Teaching and Teacher Education, 27(2), 443-453.
Opfer, V.D. and Pedder, D. (2011) The lost promise of teacher professional development in England. European Journal of Teacher Education, 34(1), 3-24.
Pedder, D., Opfer, V.D., McCormick, R. And Storey, A. (2010) ‘Schools and continuing professional development in England – State of the Nation research study: policy context, aims and design’, The Curriculum Journal, 21(4), 365-394.
Opfer, V.D and Pedder, D. (2010) ‘Benefits, status and effectiveness of continuous professional development for teachers in England’, The Curriculum Journal, 21(4), 413-431.
Pedder, D. and Opfer, V.D. (2010) ‘Planning and organisation of teachers’ continuous professional development in schools in England’, The Curriculum Journal, 21(4), 433-452.
Opfer, V.D and Pedder, D. (2010) ‘Access to continuous professional development by teachers in England’, The Curriculum Journal, 21(4), 453-471.
Pedder, D. and MacBeath, J. (2008) ‘Organisational learning approaches to school leadership and management: teachers' values and perceptions of practice’, School Effectiveness and School Improvement, 19(2), 207-224.
Pedder, D. (2007) ‘Profiling teachers’ professional learning practices and values: differences between and within schools’, The Curriculum Journal, 18(3), 231-252.
Pedder, D. (2006) ‘Organisational conditions that foster successful classroom promotion of learning how to learn’, Research Papers in Education, 21(2), 171-200.
Pedder, D. (2006) ‘Are small classes better? Understanding relationships between class size, classroom processes and pupils’ learning’, Oxford Review of Education, 32(2), 213-234.
Pedder, D. and McIntyre, D. (2006) ‘Pupil consultation: the importance of social capital’, Educational Review, 58(2), 145-157.
James, M. and Pedder, D. (2006) ‘Beyond Method: assessment and learning practices and values’, The Curriculum Journal 17(2), 109-138.
James, M., Black, P. McCormick, R., Pedder, D. and Wiliam, D. (2006) ‘Learning how to learn in classrooms, schools and networks: aims, design and analysis’, Research Papers in Education, 21(2), 101-118.
Black, P., McCormick, R., James, M. and Pedder, D. (2006) ‘Learning How to Learn and Assessment for Learning: a theoretical inquiry’, Research Papers in Education, 21(2), 119-132.
Pedder, D., James, M., and MacBeath, J. (2005) ‘How teachers value and practise professional learning’, Research Papers in Education, 20(3), 209-243.
McIntyre, D., Pedder, D., and Rudduck, J. (2005) ‘Pupil voice: comfortable and uncomfortable learnings for teachers’, Research Papers in Education, 20(2), 149-168.
Younger, M., Brindley, S., Pedder, D. and Hagger, H. (2004) ‘Starting points: teachers’ reasons for becoming teachers and their preconceptions of what this will mean’, European Journal of Teacher Education 27(4), 245-264.
Rudduck, J, Demetriou, H. with Pedder, D. (2003) ‘Student perspectives and teacher practices: the transformative potential’, McGill Journal of Education, 38(2), 274-288.
Research Reports
Pedder, D., Storey, A. and Opfer, D. (2009) Schools and Continuing Professional Development in England: the State of the Nation, synthesis report. London: Training and Development Agency.
Opfer, V.D., Pedder, D. and Lavizca, Z. (2009) Schools and Continuing Professional Development in England: the State of the Nation, survey report. London: Training and Development Agency.
Storey, A., Banks, F., Cooper, D., Cunningham, P., Ebbutt, D., Fox, A., Morgan, B., Pedder, D. and Wolfenden. (2009) Schools and Continuing Professional Development in England: the State of the Nation, qualitative report. London: Training and Development Agency.
McCormick, R., Banks, F., Morgan, B., Opfer, V.D., Pedder, D. and Wolfenden, F. (2009) Schools and Continuing Professional Development in England: the State of the Nation, literature review. London: Training and Development Agency.
Frost, D., Frost, R., MacBeath, J. and Pedder, D. (2008) The Influence and Participation of Children and Young People in their Learning final report. London: The General Teaching Council.
Conference Presentations
Cajkler, W., Norton, J., Pedder, D., Wood, P. and Xu, H. (2012) What is distinctive about lesson study as a vehicle for collaborative teacher development? Secondary school case studies. Paper presented at the European Educational Research Association Annual Conference, Cadiz (September).
Cajkler, W., Wood, P., Pedder, D., Norton, J. (2012) Lesson Study: towards a holistic approach for collaborative deep learning in Initial Teacher Education for secondary school teachers? Paper presented at the British Educational Research Association Annual Conference, Manchester (September).
Kershner, R., Pedder, D., and Doddington, C. (2011) ‘Teachers' Accounts of their Learning Experiences during a Two-year Part-time Partnership Masters Course in England’. Paper presented at the European Educational Research Association Annual Conference, Berlin (September).
Pedder, D. (2010) ‘Teachers’ learning in England - The State of the Nation research study: policy context, aims and design’. Paper presented at the Annual meeting of the American Educational Research Association Annual Conference, in the Symposium, ‘Schools and teacher learning in England: A State of the Nation Research Study’, Denver (May).
Pedder, D. (2010) ‘Characteristics of teachers’ professional learning orientations’. Paper presented at the Annual meeting of the American Educational Research Association Annual Conference, in the Symposium, ‘Schools and teacher learning in England: The State of the Nation Research Study’, Denver (May).
Opfer, V.D., Pedder, D. and Lavicza, Z. (2010) ‘Testing a model of teacher learning: A national study of teacher professional development in England’. Paper presented at the Annual Meeting of the American Educational Research Association, in the Symposium, ‘Schools and teacher learning in England: The State of the Nation Research Study’Denver (May).
Pedder, D. (2009) ‘Promoting teachers’ continuing professional development in schools’. Paper presented at the European Educational Research Association Annual Conference, Vienna (September).
McLaughlin, C., Frost, D. and Pedder, D. (2009) ‘Working in partnership: then and now’. Paper presented at the European Educational Research Association Annual Conference, Vienna, in the Symposium, ‘Networks for Innovation and Professionalization in Education’ (September).
Pedder, D. (2009) ‘Fostering inclusive pupil consultation: broadening the organisational perspective of school’. Paper presented at the International Congress for School Effectiveness and Improvement Annual Conference, Vancouver (January).
Pedder, D. (2008) ‘Supporting wider learning in the Essex-Cambridge Partnership’. Paper presented at the Collaborative Action Research Network Annual Conference, Liverpool, in the Symposium, ‘Schools – University Partnerships as contexts for developing educational research and professional development’ (November).
Pedder, D. (2006) ‘School conditions that foster successful promotion of LHTL in classrooms’. Paper presented at the British Educational Research Association Annual Conference, University of Warwick, in the Symposium, How Schools Support the Successful Promotion of Learning how to Learn (September).
James, M., McCormick, R., Marshall, B., Pedder, D. and Carmichael, P. (2005) ‘Autonomy, conditions and constraints: some cross-cutting themes from “Learning How to Learn – in classrooms, schools and networks’”. Paper presented in the schools’ sector mini-conference at the TLRP Annual Conference, University of Warwick (November).
James, M. and Pedder, D. (2004) ‘Assessment for learning and teacher learning’. Paper presented at the British Educational Research Association Annual Conference, Manchester, in the Assessment Reform Group Symposium, ‘Assessment for learning: Where from? Where Next?’ (September).
James, M., Pedder, D. and Swaffield, S. (2003) ‘A servant of two masters: designing research to advance knowledge and practice’. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago (March).
Pedder, D., James, M., MacBeath, J., Frost, D. and Swaffield, S. (2003) ‘Learning how to learn in classrooms, schools and networks: the design and applications of the staff questionnaire’. Paper presented at the British Educational Research Association Annual Conference, Edinburgh, in the Symposium, ‘Learning how to learn – in classrooms, schools and networks: design, instruments and some early tentative findings’ (September).
James, M., Pedder, D., Wiliam, D. and McCormick, R. (2003) ‘The design of the ESRC-TLRP Learning How to Learn project.’ Paper presented at the British Educational Research Association Annual Conference, Edinburgh, in the Symposium, ‘Learning how to learn – in classrooms, schools and networks: design, instruments and some early tentative findings’ (September).
James, M., Black, P., Wiliam, D., McCormick, R. and Pedder, D. (2003) ‘Learning how to learn - in classrooms, schools and networks: the design of an ESRC TLRP Project’. Paper presented at the British Educational Research Association Annual Conference, Edinburgh, in the Symposium, Learning how to learn – in classrooms, schools and networks: design, instruments and some early tentative findings. (September).
R. McCormick, James, M. and Pedder, D. (2003) ‘Learning and professional development’. Paper presented at the European Association for Research on Learning and Instruction Conference, ‘Improving Learning, Fostering the Will to Learn’, Padova, Italy (2003).
Pedder, D. (2001) ‘How teachers respond to and use pupil perspectives to improve teaching and learning: school and subject constraints and possibilities: summary of issues’. Paper presented at the British Educational Research Association Annual Conference, Leeds (September).
Younger, M., Brindley, S., Pedder, D. and H. Hagger. (2001) ‘Starting points: student teachers’ reasons for becoming teachers and their preconceptions of what this will mean’. Paper written with, and presented at the British Educational Research Association Annual Conference, Leeds (September).
Pedder, D. (2001) ‘The untapped potential of pupil consultation: exploring how teachers respond to pupils' ideas and commentaries on improving teaching and learning’. Paper presented at the Annual Meeting of the American Educational Research Association, Seattle (April).
Pedder, D. (2000) ‘Teachers’ responsiveness to pupils’ ideas on improving the quality of classroom teaching and learning’. Paper presented at the British Educational Research Association Annual Conference, Cardiff (September).
Pedder, D. (1999) ‘Pupils’ and teachers’ professional knowledge and practices in large and small Classes: a methodological report’. Paper presented at the British Educational Research Association Annual Conference, Sussex (September).
Pedder, D. (1998) ‘Methodological possibilities for effective research ninto the impact of class size on pupil attainment’. Paper presented at the British Educational Research Association Annual Conference, Belfast (September).
