UNIVERSITY OF CAMBRIDGE - Key Persons
Adam Barton is an educational researcher studying global innovations that can help all learners thrive. He is interested in implementation science and social change: how to make new ideas work in practice. Adam is currently a doctoral student and Cambridge International Scholar at the Faculty of Education, Cambridge.
As a consultant, he regularly advises global organizations and policy leaders on designing and implementing sustainable policies and programmes. He most recently served as a visiting fellow and Luce Scholar at the Asia Pacific Initiative, a Tokyo think tank. There, he led research on "social implementation" for the Fourth Industrial Revolution - harnessing community demand to collaboratively design and sustainably implement innovations.
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- Research Assistant ( PEDAL )
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- Senior Teaching Associate
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- Senior Teaching Associate
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- Professor of Mathematics Education
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- Professor and Director of Kavli Centre for Ethics, Science and the Public
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- Associate Teaching Professor - PGCE Secondary Senior Teaching Associate ( Course Manager )
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- Chairman of the Arts
- University Assistant Professor
Annouchka is the Chair of the Arts and Creativities Research Group and leads the Arts, Creativities and Education MPhil programme as co-ordinator. Annouchka's work situates artistic research, posthuman and new materialist philosophies and post-qualitative methodologies, within higher education pedagogical development that seek to find urgent modes of response to 21st century issues.
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- Associate Teaching Professor
- Emeritus Readers and Professors
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- University Associate Professor
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- Senior Teaching Associate
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- Director, Cambridge School Classics Project
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- Professor of History of Education
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- Lead for Innovation and Translation ( Kavli Centre )
Catrin has a decade of experience working in operational sustainability and supporting sustainability-related student research projects at university level.
A proponent of real-world research with positive social and environmental impact, her PhD research now seeks to explore the impact of different UK HE 'education for sustainability', or 'education for sustainable development', mechanisms on students' competence development.
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- NRICH Project Secondary Coordinator ( SRA )
A Multilevel exploration of Lesbian, Gay, Bisexual and Transgender (LGBT+) students' resilience in response to everyday challenges at secondary school.
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- Emeritus Professor of Education
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- Assistant Professor in Education Policy & Practice
David Frost was one of the co-founders of the Leadership for Learning Network at the Cambridge University Faculty of Education and a Fellow and Tutor at Wolfson College, Cambridge. His research focuses on teacher leadership and for the last 25 years he has developed strategies to support teachers as agents of change, playing key roles in the creation and transfer of professional knowledge. He founded the HertsCam Network and the International Teacher Leadership initiative with partners in 15 countries. He was a member of the Kazakhstan and Central Asia Research Group. His most recent book is ‘Transforming Education Through Teacher Leadership'.
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- Emeritus Professor of Education
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- Director, Open Development and Education and Associate Member of REAL Centre, Faculty of Education
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- Director of Education Reform and Innovation
- Emeritus University Associate Professor
Senior Lecturer in the Faculty and a Fellow of Homerton College. Elaine has also received two career awards for teaching in Higher Education; the University of Cambridge Pilkington Teaching Prize, in recognition of excellence in University teaching and a National Teaching Fellowship in recognition of excellence in teacher education leadership.
After nearly 20 years as a primary school teacher, Fay Turner moved to the university where she taught and led courses in initial education of primary school teachers. She later directed school-based programmes for new primary and secondary school teachers (Graduate Teacher Programme) and then programmes for in-service teachers (Postgraduate Professional Development). Alongside her professional work, Fay completed a Master's degree in Primary Education and then a PhD which focused on developing primary mathematics teaching. This developed Fay's interest in educational research and in particular is using collaborative school-based research to enhance teacher learning. Between 2011 and 2015, Fay jointly led the Faculty's teacher professional development work in Kazakhstan. Her most recent research focused on understanding trainer and teacher learning in the Kazakhstan Center of Excellence professional development programme.
Fay's main interest is in the professional development of teachers, particularly in relation to teacher knowledge. Her PhD involved a developmental research project in which teachers used the Knowledge Quartet framework as a tool for developing mathematical content knowledge. Fay is also interested in promoting the professional development of teachers through supporting communities of enquiry within schools and groups of schools.
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- Project Development Officer
Assessment practices and policies; adolescent wellbeing and school engagement; social and professional identities in education. Teaching activities: lecturing, supervision, design and co-ordination at all levels in HE.
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- Member of the Senior Leadership Team
- Interim Chair
- Professor of Education, Deputy Head of Faculty
Mark has been a lecturer in science education at the Faculty for the last nine years; he trains science teachers on the Secondary PGCE course, he is senior examiner on the Secondary PGCE, and teaches and supervises on the Masters in Education for science teachers.
He has authored a number of textbooks, and books for teachers, and delivers professional development courses for teachers in the Middle East and South Asia. Before becoming a lecturer, Mark was head of biology at an upper school in the East of England.
Mark's research interests include teacher education, use of new technologies in the science classroom, and classroom environment.
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- Senior Research Associate
Education policy; educational leadership and management; multi-agency partnerships in educational settings; teacher education; qualitative and comparative research methods.
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- Senior Research Associate
Education reform and policy-making; translation of innovation; student transition; teacher identity; discourse analysis.
Dr Phil Kirkman has been working with ERI since the first Center of Excellence (CoE) programme courses in 2012. Since this time, as well as regularly visiting Kazakhstan to work with the ‘Train the Trainers' programmes in Astana, he has visited several regions in order to mentor trainers, speak at conferences and conduct research. He led the research methods strand of the Bolashak scholars programme, and also continues to be involved in several collaborative research projects into digital technologies and reflective practice. Phil also worked on the Faculty of Education Masters and Secondary PGCE programmes. His main research interests are technology-mediated learning, learner and teacher development, dialogic education and arts pedagogies.
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- Lecturer
- Member of the Senior Leadership Team
- University Associate Professor
Ros McLellan is a Lecturer in the Faculty of Education. She coordinates the School-University Partnership for Educational Research (SUPER) and has been working alongside SUPER school colleagues in Kazakhstan helping AEO NIS utilise the power of action research to develop practitioners as part of the IPD programme.
Another aspect of this work is coordinating an internship programme enabling AEO NIS practitioners to spend time in SUPER schools. She is a member of the team examining educational reform. Her research interests include teacher learning and development, wellbeing, achievement motivation, self-efficacy and creativity.
Ros was the Principal Investigator for the Institutional Links Wellbeing Project in collaboration with NU to investigate students' wellbeing.
Tianyi completed her PhD in the Faculty of Education, University of Cambridge, after the completion of her MPhil in Research in Second Language Education. She currently works as a research associate for ERI Jinan project and focuses on education reform and teacher agency. Prior to joining ERI group, she has researched and published on language learning motivation, motivationalintervention and multilingualism.
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- Senior Teaching Associate
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- Researcher at the Faculty of Education
Ema is PhD researcher at the Faculty of Education and a member of Fitzwilliam College, Cambridge. Her research investigates the role of organisational structures of schools for teacher social capital, teacher professional learning, student achievement and educational equity. She is also involved in Leadership for Professional Learning: the Cambridge Network.
Ema holds dual master's in Education and English linguistics from Stockholm University. She has extensive experience as a secondary school teacher in Sweden, where she has been awarded the title of Especially Skilled Educator and appointed head teacher of languages.
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- University Assistant Professor in Literacy Education
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- Teaching Associate ( Counselling )
Eva Brown-Hajdukova worked as a Research Associate within the Education Reform and Innovation team, specifically focussing on student wellbeing in schools in Kazakhstan. She holds a PhD from the University of Canterbury in New Zealand and for her thesis she engaged directly with students with social, emotional and behavioural difficulties to examine what these students perceive they need in order to have a more successful and positive educational experience. During her PhD, Eva worked on two research projects; one exploring the pre and post course attitudes of university students in a human sexuality course and the other comparing three countries' approaches to doctoral training within the context of a globalising world. Prior to her PhD, she taught students with special needs in the UK and USA and worked as a social and health educator in Norway
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- University Associate Professor
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- Emeritus Readers and Professors
- Leverhulme Early Career Fellow
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- Senior Teaching Associate
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- Associate Teaching Professor - Classics
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- Emeritus Professor of Education
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- Assistant Professor in Teachers' Professional Learning
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- University Assistant Professor
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- Member of the Senior Leadership Team
- Head of Faculty
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- Research Assistant ( CSCP )
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- Educational Trainer and Consultant
Ian Miles is an Educational Trainer and Consultant. Having worked as a professional tutor and a link lecturer when working in school full time, on retirement Ian subsequently became involved in the Kazakhstan programme. Ian was a member of the Center of Excellence 'train the trainers' team delivering training at levels one, two and three as well as to head teachers and university lecturers. More recently, Ian supported the ERI visit to Niger state on the state of teaching and learning in Primary and Secondary schools.
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- Headteacher, University of Cambridge Primary School
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- Associate Teaching Professor in Science Education
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- Senior Teaching Associate
Teacher professional learning, school leadership, university-school partnership and teacher education.
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- Associate Teaching Professor Programme Manager - EY & P
Mercer, N., Warwick, P. and Ahmed, A. (2017) An oracy assessment toolkit: Linking research and development in the assessment of students' spoken language skills at age 11-12, Learning and Instruction.
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- Professor
- Professor of Education
Professor Arday is the 2002 Professorial Chair in the Sociology of Education at the University of Cambridge, Faculty of Education. Previously, Jason was Professor of Sociology of Education at the University of Glasgow in the School of Education, College of Social Sciences.
Professor Arday has also held the position of Associate Professor in Sociology at Durham University in the Department of Sociology and Deputy Executive Dean for People and Culture in the Faculty of Social Science and Health. He is a Visiting Professor at The Ohio State University in the Office of Diversity and Inclusion, University of Glasgow in the School of Education and an Honorary Professor at Durham University in the Department of Sociology.
He is a Trustee of the Runnymede Trust, the UK's leading Race Equality Thinktank and the British Sociological Association (BSA). Jason sits on the Centre for Labour and Social Studies (CLASS) National Advisory Panel, the NHS Race and Health Observatory Academic Reference Group and the ITV Cultural Advisory Council.
Professor Arday's research focuses on the areas of race and higher education, intersectionality and education, mental health and education, neurodiversity and cultural studies.
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- Senior Teaching Associate
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- Professor of Developmental Psychology
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- University Assistant Professor
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- Senior Teaching Associate
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- University Associate Professor
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- Emeritus Professor of Educational Leadership
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- University Associate Professor
Kamila is a PhD student at the Faculty of Education. She focuses her research on inclusive education system development in Central Asia. Her specific interests include the political philosophy behind educational and social inclusion, inclusive education policy, and civil society activism.
She holds a Master's degree in Educational Leadership (Inclusive Education track) from Nazarbayev University, Kazakhstan. She has been a fellow of the Americans with Disabilities Act (ADA) Inclusive Education Fellowship programme based in Minnesota, USA. She founded and chairs the Education For All non-profit organization in Kazakhstan, promoting inclusive education for youth with special needs and disabilities. Kamila is an Equalities officer at Clare Hall, Cambridge.
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- University Associate Professor
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- Member of the Senior Leadership Team
- Secretary to the Faculty
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- University Assistant Professor
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- Professor of Science Education
Taber, K. and Riga, F. (2006) Lessons from the Ascend project: able pupils' responses to an enrichment programme exploring the nature of science. School Science Review, 87(321), 97-106.
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- Emeritus Professor of Education
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- Inclusive Classroom Practices and Teacher - Student Education in Hong Kong
- Professor of Inclusive Education, Deputy Head of the School of the Humanities and Social Sciences
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- Professor of Languages Education
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- Reader Emerita in Classroom Learning & Pedagogy
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- Senior Teaching Associate
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- University Assistant Professor
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- NRICH Primary Coordinator
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- Unestablished Teaching Associate
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- Emeritus Professor in Sociology of Education
- Professor of Sociology of Education at Cambridge
Madeleine Arnot is a Professor of Sociology of Education at Cambridge University. She is a Fellow of the Academy of Social Sciences, and a Professorial Fellow and Director of Studies (Education) at Jesus College.
As Visiting Professor, she has taught regularly at the University of Porto, Portugal and the Aristotle University of Thessaloniki, Greece and has been Visiting Professor at the Institute of Education, Stockholm University (2005). She held the George A Miller Visiting Professorship of the University of Illinois, USA (2000). Other appointments include Noted Scholar, Faculty of Education, University of British Columbia (1993), Visiting Scholar, Tromso University, Norway (1980); Visiting Scholar invited by Anglo-Israeli Study Group (1991); and Visiting Professor at OISE, Canada (1983. She has been consulted on the development of equal opportunities policy in education internationally, by the Ministry for the Advancement of Women, Luxembourg, the Ministry of Education and Science, the Ministry of Culture and Education, Argentina, the Ministry to the Presidency, Greece, and the EC Project on Teacher Training: Ministry for Equality between the Sexes, Portugal. She has advised the Swedish Research Council, and the Chinese Advanced Leadership Programme and has been a member of expert research assessment panels on democratic values, gender and education for the Swedish Research Council and for the Equality Centre at University College Dublin. She is currently Chair of the Executive Editorial Board of the British Journal of Sociology of Education, a member of the editorial board of International Studies in Sociology of Education and joint editor with C. Colclough of the Routledge series on 'Education, Poverty and International Development'.
Her primary interest is in the development of sociology of education and in particular in the role of education in relation to social inequalities and the promotion of social equality and the promotion of democratic citizenship. She is internationally known for her work on socio-cultural reproduction theory, her use of Bernstein's theory of pedagogy in relation to gender and education and pupil voice, and recent youth research in the Global South.
She began her career as part of the Schooling and Society team at the Open University in l975 (under the name MacDonald) focussing specifically on social class issues. Since the l980s she developed theories of gender codes and schooling focusing on the history of co-education, the curriculum, family and schooling, youth cultures and identities. This work is brought together in her collection Reproducing Gender? Essays on educational theory and feminist politics. She was commissioned by the Equal Opportunities Commission, with Gaby Weiner and Miriam David, to assess the national impact of Conservative educational reforms on equal opportunities in schools. In l996-7 she directed an OFSTED commissioned project (with J. Gray, M. James and J. Rudduck) reviewing research on gender and educational performance. In 2000 she joined the ESRC/TLRP network on pupil consultation and with Diane Reay researched what pupils say about learning in primary and secondary schools. This project has been written up in various articles and will form the basis of a book Social Inequalities Reformed: consulting pupils about learning (Routledge 2008/9)
In the l990s, she researched gender and citizenship issues through an EC funded project on student teachers' political awareness in Greece, Spain, Portugal and England and Wales. The study led to the publication of a co-edited international collection Challenging Democracy: international perspectives on gender, education and citizenship (with Jo Anne Dillabough). She was a member of the Steering Group for the Beyond Access: gender, education and development project and the International Steering Group for UNESCO Education for All: Gender Monitoring Project. In 2005 she joined the 'Improving Educational Outcomes for Pro-Poor Development' (DFID funded) project working on Youth, Gender and Citizenship study in India, Kenya, Ghana and Pakistan. She co-edited with Shailaja Fennell, Gender Education and Equality in the Global Context: conceptual frameworks and policy perspectives (Routledge, 2008) and published Educating the Gendered Citizen: sociological engagements with national and global agendas (Routledge, 2009)
In 2004 she established the Research Consortium on the Education for Asylum-Seeker and Refugee Children with the General Teaching Council, the National Union of Teachers and the Refugee Council. In 2010, she published with Halleli Pinson and Mano Candappa, Education, Asylum and the 'Non-Citizen' Child: the politics of compassion and belonging (Palgrave MacMillan) which won a Society for Educational Studies Prize 2011. In 2013 she is currently co-coordinator with Loraine Gelsthorpe the Cambridge Migration Research Network.
She is currently the Chair of the Executive Editorial Board of the British Journal of Sociology of Education and a member of the editorial board of International Studies in Sociology of Education.
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- Senior Teaching Associate
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- University Associate Professor
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- Associate Teaching Professor
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- Associate Professor ( SSRMP )
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- Teaching Associate for SSRMP
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- Research Associate
- Emeritus Readers and Professors
Mesele Araya is a Research Associate on the RISE Ethiopia project at the University of Cambridge. Before joining RISE, based in Ethiopia, he worked as a Researcher for several longitudinal survey projects, including Early Learning Partnership (ELP-II) of the REAL Center of University of Cambridge, Young Lives of University of Oxford and Gender and Adolescence Global Evidence (GAGE) of the Overseas Development Institute (ODI). Mesele earned his PhD in Human Capital Development from University of Bergamo (Italy, 2016) and MSc in Economics from Addis Ababa University (2010). His research interests lie in the areas of early childhood education, inequality of learning in low-income settings, skill formation and school-to-work-transitions of young people from a gendered perspective. Mesele also published widely on issues related to early childhood education, child health and nutrition, poverty and educational inequality
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- Professor of Cognitive Science
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- Research Assistant ( PEDAL )
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- Emeritus Professor of Education
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- Professor of Disability and Inclusive Education
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- University Associate Professor in Education and Social Science
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- Assistant Professor of Education
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- Senior Teaching Associate
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- British Academy Postdoctoral Research Fellow
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- Emeritus Professor of Arts, Creativities and Education
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- Exploring Teacher Motivations and Engagement With the Community in Rural India
- Professor & Director, Research for Equitable Access and Learning ( REAL ) Centre
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- University Associate Professor
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- Emeritus Professor of Education
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- Second Language Education
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- Member of the Distinguished Former
- Professor
With great sadness, the Faculty announced the sudden death, early on 16 October 2007, of Professor Donald McIntyre.
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- Member of the Distinguished Former
RUDDUCK, J. and DEMETRIOU, H., with Pedder, D. (2003) Student perspectives and teacher practices: The transformative potential, McGill Journal of Education, 38, 2, 274-288 (spring).
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- Emeritus Professor of Education
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- Associate Teaching Professor
Raquel holds a master's degree in Neuroscience and Behaviour from the University of São Paulo (USP), Brazil and earned an MPhil with distinction in 2020 in Educational Leadership and School Improvement (ELSI) from the Faculty of Education, University of Cambridge.
Her work on designing an evaluation model for Lesson Study implementation and outcomes in Kazakhstan was awarded with a Jennings Prize for outstanding academic achievement by Wolfson College in 2020 and Best Dissertation in ELSI 2020 by the Faculty of Education, University of Cambridge. Raquel is currently working on her PhD at the Faculty of Education University of Cambridge, conducting research in Education Impact Analysis.
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- Director of Research
- Member of the Senior Leadership Team
- Interim Chair
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- Professor of Aesthetic Developmemt
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- Deputy Director and Lead for Research ( Kavli Centre )
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- Professor of the Learning Sciences
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- Emeritus University Associate Professor
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- Senior Research Associate
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- Research Associate ( REAL Centre Research Uptake )
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- Professor of Developmental Psychology and Education
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- Professor of Educational Dialogue and Pedagogical Inquiry
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- University Associate Professor
Steven Day is an EdD student at Robinson College and the Faculty of Education, University of Cambridge. Steven is researching the real-world impacts of sustainability-educated graduates.
As a practitioner in sustainability (he co-founded a renewable energy company), his studies explore the links between higher education and change-making, graduate knowledges and self determination, and how universities and businesses can accelerate the sustainability agenda.
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- Associate Teaching Professor
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- University Associate Professor
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- Senior Research Associate REAL
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- Transnationalising China 's Higher Education Via One Belt One Road
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- University Assistant Professor
Thomas Cowhitt is a PhD researcher with the Faculty of Education. His research interests cover the development and implementation of new educational programs. Specifically, he uses Social Network Analysis to identify innovators within complex school systems.
His research then embraces a mixed methods approach to learn about how practitioners develop and scale-up their own initiatives. This process-oriented research focuses on inter-organisational recruitment and is significant in terms of amplifying the work of practitioners within a school improvement industry that is currently dominated by government actors and other external organizations to schools. Please visit EdNetResearch for more information on Thomas' work.
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- Emeritus Reader of Mathematics Education
Tom Harriott is a Doctor of Education candidate at the Faculty of Education and a member of Queens' College. Tom is also an experienced chemistry teacher, and currently an Assistant Principal in a London secondary school. He has contributed to the PGCE science course, and supervised undergraduate students at the Faculty for the last four years.
Tom's doctoral research aims to better understand the function of regulation of learning in collaborative groups, and the implications of this for classroom practice. More broadly, Tom is interested in the intersection between theory and practice, particularly in the social context of the classroom.
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- Senior Research Associate
Pete gained his PhD at the Faculty of Education in 2011 which he joined in 2017 to lead the Education Leadership and Improvement Masters route and to continue researching and developing teacher learning, lesson study, practitioner research, professional development, system leadership and policy. He joined Hughes Hall as a senior member in 2015 as a member of Oracy Cambridge and in 2021 established and leads Camtree - Cambridge's Teacher Research Exchange: a platform for practitioner researchers to meet, develop and publish their research www.camtree.org. Pete's dialogic researclesson study handbook (now in it's fifth edition (2019) see link below) has been distributed or downloaded 100,000 times and is available in seven languages.
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- University Associate Professor
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- University Assistant Professor
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- Professor of Applied Linguistics and Languages Education
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- Professor of Children 's Literature