Professor David Pedder

Professor David PedderProfessor of Education

Tel: +44 (0)116 229 7505 
Email: dp243@le.ac.uk

 

 

 

 

Personal details

  • BA (hons) (Essex) (1982)
  • MSc (Oxford) (1996)
  • PhD (Cambridge) (2001)
  • PGCE (Birmingham) (1985)
  • RSA Dip TEFLA (London) (1989)

I joined the School of Education as Professor of Education in January 2011. I was Director of Research between January 2012 and April 2017. Between 2000 and 2010, I was a Research Associate, Senior Research Associate, Lecturer and later Senior Lecturer at the University of Cambridge Faculty of Education.

I taught English as a Foreign Language, working in schools and classrooms in Japan (1985-88) and with Voluntary Service Overseas, in Papua, Indonesia (1989-1995). For many years I worked alongside fellow teachers to support learning in a range of pre-service and in-service contexts in Japan, Indonesia (mainly in Papua) and the UK.

I have extensive experience as an educational researcher on national and international research and development projects with a focus on

  • pedagogy and pedagogic innovation
  • teachers' professional learning and development
  • organisational learning
  • educational leadership
  • school improvement
  • school-university partnerships

I have been involved in a number of international research and capacity-building projects. I was involved in the DfID/ESRC - funded  'Activity Based Learning in Tamil Nadu, India' project (2014-2016), working with colleagues at the India Institute of Technology, Tamil Nadu, University of Cambridge Faculty of Education and University College London. My role was to advise the team on the development of classroom observation strategies and data analysis. I have also been involved in establishing and supporting international research and development partnerships between the University of Leicester and HEIs and schools in Pakistan on British Academy (research capacity-building focus) and British Council (teacher education focus) funded projects (2012-2018).

More locally, I actively support development of partnerships between the University of Leicester School of Education, Teaching School Alliances and Multi-Academy Trusts in the East Midlands region of England. As part of this work, I encourage and support growth of research-informed approaches to classroom pedagogy, initial teacher education, continuing professional development, and leadership and school improvement. This work includes supporting teachers and school leaders carry out research and development into Lesson Study approaches to CPD and pedagogic development in classrooms.

I am a member of the editorial board of the International Journal of Lesson and Learning Studies (2016 onwards) and a founder member of the Lesson Study Research Group at the University of Leicester School of Education (2011 onwards). I have also worked on British Educational Leadership Management and Administration Society (BELMAS) funded research into the leadership aspirations and development of early career teachers in schools in Leicester and Leicestershire (2012-2015).

Previously, I have been Principal Investigator of a large scale national project for the then Training and Development Agency for Schools: 'Schools and Continuing Professional Development in England: the State of the Nation Study' (2008-09).

I co-directed a collaborative research and development project for the General Teaching Council: The 'Influence and Participation of Children and Young People in their Learning' (2008).

I was Principal Investigator for 'University Partnerships with Schools and Local Authorities: a literature review', and led a research team examining processes and outcomes of teachers' learning in a schools-university partnership masters courses (2008-2010).

Before that, I was a full time researcher on two major ESRC-funded projects:

  • as senior research associate for the Learning How to Learn in Classrooms, Schools and Networks project (2001-2006) directed by Mary James
  • as research associate for the Consulting Pupils about Teaching and Learning project (2000-2001) with Donald McIntyre, Jean Ruddock and colleagues

As an ESRC-funded PhD student in the mid-1990s, I carried out mixed methods research combining structured classroom observation and interview strategies for his doctoral thesis: 'The impact of class size on effective teaching and learning: a conceptual and methodological investigation', under the supervision of Professor Donald McIntyre.

Teaching

My current involvement is on the MSc Educational Leadership, MA in International Education, EdD and PhD programmes. I supervise students in areas related to my research interests.

Publications

Peer-reviewed journal articles

Woodhouse, J. and Pedder, D. (2016) Early career teachers’ perceptions and experiences of leadership development: balancing structure and agency in contrasting school contexts. Research Papers in Education. DOI: 10.1080/02671522.2016.1225794

Pedder, D. (2016) Education, leadership and Islam: theories, discourses and practices from an Islamic perspective By Saeeda Shah, Educational Review, 68:3, 375-376. DOI: 10.1080/00131911.2016.1152757

Deakin-Crick., Barr, S., Green, H. and Pedder, D. (2016) Evaluating the wider outcomes of schools: complex systems modelling for leadership decisioning. Educational Management, Leadership and Administration. DOI: 10.1177/1741143215597233.

Cajkler, W., Wood, P. Norton J., Pedder, D. and Xu, H. (2015) Teacher perspectives about lesson study in secondary school departments: a collaborative vehicle for professional learning and practice development. Research Papers in Education. Research Papers in Education, 30:2, 192-213. DOI:10.1080/02671522.2014.887139.

Cajkler, W. Wood, P. Norton, J. and Pedder, D. (2014) Lesson study as a vehicle for collaborative teacher learning in a secondary school. Professional Development in Education, 40(4), 511-529. DOI: 10.1080/19415257.2013.866975.

Pedder, D. and Opfer, V. D. (2013) Professional learning orientations: patterns of dissonance and alignment between teachers’ values and practices, Research Papers in Education, 28(5), 539-570.

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.

Cajkler, W., Wood, P., Norton J. and Pedder, D. (2013) Lesson Study: towards a collaborative approach to learning in Initial Teacher Education. Cambridge Journal of Education 43(4), 537-554.

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) ‘upil 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

Singal, N., Pedder, D., Duraisamy, M., Manickavasagam, S., Shanmugam, M. and Govdinrajan, M (2016) ABL pedagogy in schools and classrooms in two districts in Tamil Nadu in, Activity Based Learning: an evaluation of the pedagogy, impact on learning outcomes, political economy of adaptation and subsequent scale-up of the programme in Tamil Nadu, India., DfID., 5-74.

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.

Book chapters

Pedder, D. (2014) 'Prospects for further development of Lesson Study'. In: P. Dudley (ed.) Lesson Study: professional learning for our time. London: Routledge, 145-151.

Xu, H. and Pedder, D. (2014) 'Lesson Study: an international review of the research'. In: P. Dudley (ed.) Lesson Study: professional learning for our time. London: Routledge, 29-58.

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. (2010) 'School Policies and Practices to Support Effective Classroom Assessment for Learning'. In: Penelope Peterson, Eva Baker, Barry McGaw, (Editors), International Encyclopedia of Education. Volume 3. Oxford: Elsevier, 464-471.

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.

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.

Invited talks, lectures and workshops

Pedder, D. (2016) ‘Improving teachers’ and pupils’ learning through lesson study and pupil consultation’. An invited series of four teachers’ workshops at Istanbul Congress Centre, Istanbul (March).

Pedder, D. (2016) ‘Student consultation and improving higher education pedagogy’. Invited lecture at Murat Hudavendigar University, Istanbul (March).

Pedder, D. (2015) ‘Listening as pedagogic activity’. Invited lecture at the ‘Thinking back and moving forwards: reflections on gender, education and leadership in Pakistan’ education conference, Fatima Jinnah Women University, Islamabad (May).

Pedder, D. (2015) ‘The promise and perils of school-university partnerships’. Invited lecture at the ‘Thinking back and moving forwards: reflections on gender, education and leadership in Pakistan’ education conference, Fatima Jinnah Women University, Islamabad (May).

Pedder, D. (2013) ‘How and why do teachers learn in schools?’ Inaugural lecture to the Teaching and Teacher Education Research Group at Strathclyde University (November).

Pedder, D. (2013) ‘Values-practice dissonance in professional and organisational learning in schools’. Invited public lecture at the University of Exeter Graduate School of Education (May).

Pedder, D. (2012) ‘School and teacher learning orientations and teacher learning change’. Invited lecture and seminar at the University of Oslo School of Education, Oslo (November).

Pedder, D. and Opfer, D. (2009) ‘Approaches to CPD policy evaluation’. Invited seminar for delegates from India’s National Council of Educational Research and Training. University of Cambridge Faculty of Education (May).

Pedder, D. (2009) ‘The State of the Nation’s CPD: policy challenges and opportunities. Invited presentation at the Training and Development Agency Policy seminar, London (April).

Pedder, D. (2009) ‘Schools and continuing professional development in England: issues for policy and practice’. Invited presentation at the Parliamentary Research Seminar: Better Training: Better teachers? House of Commons, London (February).

Research conference presentations

Smith, J. and Pedder, D. (April 2016) Early career teachers’ perceptions and experiences of leadership development in schools.  BELMAS symposium.  Annual conference of the American Educational Research Association, Washington D.C.

Smith, J. and Pedder, D. (2015) Early career teachers’ experiences and perceptions of leadership development. Paper presented at the European Educational Research Association Annual Conference, Budapest (September).

Smith, J. and Pedder, D. (2014) Early career teachers' experiences and perceptions of leadership development. Paper presented at the British Educational Leadership, Management and Administration Society Annual Conference, Stratford-upon-Avon (July).

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, in the Symposium, Networks for Innovation and Professionalization in Education, Vienna (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, in the Symposium, Schools – University Partnerships as contexts for developing educational research and professional development, Liverpool (November).

Pedder, D. (2006) ‘School conditions that foster successful promotion of LHTL in classrooms’. Paper presented at the British Educational Research Association Annual Conference, in the Symposium, How Schools Support the Successful Promotion of Learning how to Learn, University of Warwick (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, in the Assessment Reform Group Symposium, Assessment for learning: Where from? Where Next? Manchester (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, in the Symposium, Learning how to learn – in classrooms, schools and networks: design, instruments and some early tentative findings, Edinburgh (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, in the Symposium, Learning how to learn – in classrooms, schools and networks: design, instruments and some early tentative findings, Edinburgh (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, in the Symposium, Learning how to learn – in classrooms, schools and networks: design, instruments and some early tentative findings, Edinburgh (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 (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 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 into the impact of class size on pupil attainment. Paper presented at the British Educational Research Association Annual Conference, Belfast (September).

Research

My research interests are in the areas of

  • classroom teaching
  • learning and assessment
  • pedagogic innovation and change
  • teachers’ professional learning
  • organisational learning
  • educational leadership
  • school improvement
My research and development activity involves combining qualitative and quantitative strategies at the interface of research, policy and practice.

Projects

Research-informed teacher education and pedagogic innovation through international knowledge sharing (British Council, 2015-2018)

This project involves a team of researchers and teacher educators based at the University of Leicester and HEIs in Pakistan collaborating to build and adapt knowledge, skills and attitudes for successful promoting research-informed approaches to initial teacher education and the continuing professional development of university teachers and teacher educators.

Understanding Activity Based Learning (ABL) in Tamil Nadu: Innovation in Pedagogy, Political Economy of Scale-Up and the Impact on Learning Outcomes (DfID/ESRC, 2014-2015)

Activity Based Learning (ABL) is an innovative intervention aimed at achieving better quality schooling for children in primary schools. This project aims to understand how ABL is realised in practice by pupils, teachers and their organisations, and scaled up in schools across the state of Tamil Nadu, India. This research study aims at a comprehensive, all-embracing evaluation that develops the evidence base related to  the key pedagogic features of this programme, the political economy surrounding its uptake and scale-up, and its possible impact on student learning (both in terms of cognitive and non-cognitive outcomes).

Research Capacity Building Through International Partnership for mapping women academics' careers in Pakistan (British Academy, 2012-2015)

This project is establishing sustainable research collaboration between two UK and four Pakistani HE institutions. A research capacity-building programme has been successfuly devised and implemented with partners. Part of this consists of mentoring arrangements for five early career researchers from each of the four Pakistani institutions to support continued research development after the life of the project. To contextualise the research capacity-building, a study investigating 'Mapping Women Academics' Careers in Pakistan' has been planned which supports development of a rigorous set of research and analytical skills among paricpating staff and research students in partner institutions. Through this collaboration, members from the UK and Pakistan teams have opportunities for engaging with, reflecting on and critiquing issues related to the design and conduct of research in a developing South Asian Muslim post-colonial country context.

Leadership aspirations of early career secondary school teachers: implications for the development of new leaders (British Educational Leadership Management and Administration Society, 2012-2014)

This project investigates early career teachers' perspectives and experiences of leadership practice and development. The purpose of this study is to investigate how these experiences influence ECTs’ motivation, aspirations, dispositions and self-perceptions as actual and potential leaders.

Teachers' professional learning in Lesson Study contexts (National College of Teaching and Leadership, 2012-2014)

This project involved research-based collaboration between the University of Leicester School of Education and three Teaching School Alliance partners. Research teams consisting of school and university colleagues are carrying out research and development into leadership, organisational and professional learning aspects of Lesson Study.

Schools and Continuing Professional Development in England: the State of the Nation (Training and Development Agency, 2008)

This project investigated, through a combination of literature review, national survey of schools and teachers, and case study research, variations in Continuing Professional Development (CPD) practices and values in primary and secondary schools in England.

The Influence and Participation of Children and Young People in their Learning (General Teaching Council, 2008)

This project involved collaboration with six Local Authorities and 22 schools. It investigated, through survey and collaborative action research, processes through which pupils influence decisions and practices that affect their learning in different school contexts.

University Partnerships with schools and Local Authorities: a literature review (University of Cambridge Faculty of Education, 2008)

This project develops comparisons of University Partnerships with schools and Local Authorities nationally and internationally. A particular focus is on the distinctive contributions to teachers’ learning and school development of such partnership arrangements.

Learning how to learn in classrooms, schools and networks (Economic and Social Research Council, 2001-2005)

This project involved collaboration between four universities, five Local Authorities and 40 schools. Over a four year period, the focus of investigation was on the conditions that enable scaling up of assessment for learning as a strategy for promoting and embedding learning how to learn across teachers and schools in the UK.

Consulting pupils about teaching and learning (Economic and Social Research Council, 2000-2001)

This project developed understandings about how teachers respond to pupils’ ideas on improving teaching and learning in classrooms and how they adapt their practice in the light of what their pupils say.

Supervision

Topics include:

  • Classroom teaching and learning
  • Assessment for learning
  • Learning how to learn
  • Pupil consultation
  • Teachers' professional learning
  • Educational leadership and school improvement
  • School-University partnerships

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