Deputy Vice Chancellor – Academic

Ph.D in Education from the University of Cambridge, UK


Professor David Pedder completed his PhD in 2001 from the University of Cambridge as an ESRC-funded student. He carried out a mixed methods investigation for his thesis: 'The impact of class size on effective teaching and learning: a conceptual and methodological investigation'. In 1996 he obtained his MSc in Educational Research Methodology at the University of Oxford.

Professor Pedder joined ECAE in September 2018 as Deputy Vice Chancellor - Academic. Before taking up his position with us he was, from September 2017, Professor of Education at the Education Research Centre, University of Brighton School of Education. Previously, he was Professor of Education and Director of Research at the University of Leicester School of Education between 2011 and 2017. Between 2000 and 2010 he was Research Associate, Senior Research Associate, Lecturer, then Senior Lecturer at the University of Cambridge Faculty of Education.

Since 2016 he has been Co-editor of the International Journal of Lesson and Learning Studies.

David has extensive experience teaching English as a Foreign Language, working in workplaces, schools and classrooms in Japan (1985-1988) and, with Voluntary Service Overseas, in high schools in West Papua, Indonesia (1989-1995). He has many years' experience working alongside fellow teachers to support professional learning and practice development in a range of pre-service and in-service contexts in Indonesia and the UK.

He also has extensive experience as an educational researcher in a large number of national and international research projects. In broad terms his research focuses on the quantitative and qualitative study of classroom teaching and learning, teachers’ professional learning, organisational learning, school improvement, and educational leadership. More specifically, his ongoing research programme is concerned with understanding and promoting the spread and uptake of effective learning, teaching and leadership practices across classrooms, schools and networks. As part of this research programme he explores how educational change is achieved at different scales and in different organisational, policy and cultural contexts. This has involved a sustained research and development focus on pedagogic innovation, teachers’ professional learning and organisational conditions that foster advances in both. His research addresses complex questions of how the values, thinking and practices of students, teachers and leadership teams recursively interact to influence school improvement, teachers’ professional learning, and classroom teaching and learning.

Professor Pedder has published extensively in prestigious international peer-reviewed research journals and has co-authored and contributed to several books and other publications.

Publications:

Articles in peer-reviewed research journals

Singal, N., Pedder, D., Malathy, D., Shanmugam, M., Manickavasagam, S. and Govindarasan, M. (2017) Insights from within activity based learning (ABL) classrooms in Tamil Nadu, India: teachers’ perspectives and practices. International Journal of Educational Development. DOI: 10.1016/j.ijedudev.2017.08.001.

Smith, J. and Pedder, D. (2017) Early career teachers’ perceptions and experiences of leadership development: balancing structure and agency in contrasting school contexts. Research Papers in Education. 32:5, 553-577, DOI: 10.1080/02671522.2016.1225794.

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. 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 mathematics department. Professional Development in Education, 40(4), 511–529, http://doi.org/10.1080/19415257.2013.866975.

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. (2013) Professional learning orientations: patterns of dissonance and alignment between teachers’ values and practices, Research Papers in Education , 28(5), 539-570, DOI: 10.1080/02671522.2012.706632.

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. (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, Vol. 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.

Books

James, M., Black, P., Carmichael, P., Drummond, M-J., Fox, A., Honour, L., MacBeath, J., McCormick, R., Marshall, B., Pedder, D. Swaffield, S., Swann, J., and Wiliam, D. (2007) Improving learning how to learn in 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. (2007) Improving learning how to learn: tools for schools. London: Routledge.

Arnot, M., McIntyre, D., Pedder, D. and Reay, D. (2004) Consultation in the classroom: developing dialogue about teaching and learning. Cambridge: Pearson Publishing.

Chapters in Books

Pedder, D. and Opfer, V.D. (2018) ‘School orientation to teacher learning and the cultivation of ecologies for innovation: a national study of teachers in England’. In: David Hung, Shu-Shing Lee, Yancy Toh, Longkai Wu and Azilawati Jamaludin (eds.) Innovations in Educational Change - Cultivating Ecologies for Schools. Springer.

Pedder, D. (2018) The organisational imperative: sustaining locally appropriate ecologies of innovation at scale. In: Ian Eyres, Robert McCormick and Tom Power (eds.) Sustainable English Language Teacher Development at Scale: Lessons from Bangladesh, Chapter 7., pp. 97-108. Bloomsbury.

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, pp.119-141. Cambridge, Cambridge University Press.

Opfer, V.D. and Pedder, D. (2013) ‘Teacher change and changing teachers via professional development', in: C. McLaughlin (ed.) Teachers Learning – professional development and education, pp.93-118. Cambridge, Cambridge University Press.

Pedder, D. and James, M. (2012) ‘Professional learning as a condition for assessment for learning’. In: J. Gardner (ed.) Assessment and Learning, pp. 33-48. London: Sage.

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, pp. 464-471. Oxford: Elsevier.

Pedder D. and James, M. (2007) ‘Differences between and within schools: classroom assessment practices and values’, In James, M., Black, P. et al. Improving learning how to learn in 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., Black, P., Carmichael, P. et al. Improving learning how to learn in classrooms, schools and networks. London: Routledge, 114-143.

MacBeath, J., Pedder, D. and Swaffield, S. (2007) ‘Schools learning how to learn’, In James, M., Black, P., Carmichael, P. et al. Improving learning how to learn in 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., Black, P., Carmichael, P. et al. Improving learning how to learn in 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 and 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.

Research reports and other publications

Robinson, C. and Pedder, D. (2018) Workload challenge research projects: overall summary. Nottingham: National College for Teaching and Leadership.

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. (2015) Building research capacity in a Department. Research Intelligence, Summer, 23-24.

Pedder, D. (2009) ‘Student voice: cultivating conversations, reaching the unconsulted majority.’ Learning and Teaching Update, Issue 25, June, 4-5.

Pedder, D. Storey, A. and Opfer, V.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 research 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.