Professor and Associate Director of Research
- President, British Educational Research Association
- Academician of the Academy of Social Sciences
- Fellow, Royal Society of Arts
- Fellow Commoner, Lucy Cavendish College, Cambridge.
- Member of the Expert Panel appointed by the Coalition Government to Review the National Curriculum
- Adviser, 2000 to 2009, to the Education Bureau, Government of Hong Kong Special Administrative Region, People´s Republic of China.
- Standing Member of the panel of referees for large projects, National Institute of Education, Singapore.
- Trustee of the British Curriculum Foundation and Editorial Board member of The Curriculum Journal.
Professor Mary James works part-time for the University of Cambridge Faculty of Education as Associate Director of Research. She is President of the British Educational Research Association. She also continues to do some consultancy on a negotiated basis.
From 2002 to 2008 she was Deputy Director of the UK-wide ESRC Teaching and Learning Research Programme and had responsibility for supporting school-based projects. In 2006 she was awarded an ESRC Programme Director's Fellowship to enable her to synthesise some programme findings and to disseminate outcomes internationally. From 2001-2005 she was also director of one of the largest TLRP projects: ´Learning How to Learn´ – in classrooms, schools and networks'. She was a member of the Assessment Reform Group from 1992 until it disbanded in 2010.
Her research interests encompass curriculum, pedagogy and assessment in schools, and implications for teachers´ professional development, school leadership and policy frameworks.
She was a Lecturer, Senior Lecturer, then Reader in the University of Cambridge School of Education from 1989 until her move to a Chair of Education at the Institute of Education, University of London (2005-2008). Previously she was a Research Fellow at the Open University. She began her career by teaching RE, English and Social Studies in three secondary schools.
- Assessment, especially assessment for learning
- Learning How to Learn
- Teaching, learning and curriculum in schools
- Teacher learning
- Leadership for learning
- Education policy with reference to the above
- Educational research generally
As she is formally retired she will not be supervising research students in the future.
Recent Research Projects
Teaching and Learning Research Programme (ESRC 2002-2009)
Improving Teaching and Learning in Schools: towards coherence in a complex field (ESRC Programme Director"s Fellowship 2006-2008)
Assessment of Significant Learning Outcomes (TLRP 2006-2008) http://www.tlrp.org/themes/seminar/daugherty/index.html http://www.assessment-reform-group.org/ASLO.html
An Investigation of Approaches to Personalised Learning Used by Schools, (DFES 2005-2006)
Representing Context in a Research Archive of Educational Evaluation Studies, (ESRC QUADS 2005-2006)
Assessment Systems of the Future (Nuffield Foundation 2003-2006) http://www.assessment-reform-group.org/ASF.html
Mary James no longer has any contractual teaching commitments.
She no longer has course responsibilities
James, M. and Pollard, A. (eds) (2012) Principles for Effective Pedagogy: International responses to evidence from the UK Teaching and Learning Research Programme (Abingdon: Routledge).
Articles in journals
James, M. and Pollard, A. (2011) ‘TLRP’s ten principles for effective pedagogy: rationale, development, evidence, argument and impact’, Research Papers in Education, 28(3): 275-328. (TLRP Special Issue) DOI:10.1080/02671522.2011.590007
Pollard, A. and James, M. (2010) ‘The UK’s teaching and learning research programme (TLRP): strategies and contributions to large-scale reform’, Z Erziehungswiss. DOI 10.1007/s11618-010-0157-0
James, M. and McCormick, R. (2009) ‘Teachers Learning to Learn’, Teaching and Teacher Education, 25 (7 ): 973-982 (TLRP special issue.) DOI:10.1016/j.tate.2009.02.023
Chapters in books
James, M. (2012) ‘Chapter 3: An alternative to the objectives model: the process model for the design and development of curriculum’. In N. Norris and J. Elliott (eds) Curriculum, Pedagogy and Educational Research; The work of Lawrence Stenhouse, (Abingdon: Routledge): 61-83.
James, M. (2012) ‘Chapter 12: Assessment in harmony with our understanding of learning: problems and possibilities’. In J. Gardner (ed) Assessment and Learning. Second Edition. (London: Sage): 187-205.
Pedder, D. and James, M. (2012) ‘Chapter 3: Professional learning as a condition for assessment for learning’. In J. Gardner (ed) Assessment and Learning. Second Edition. (London: Sage): 33-48.
James, M. (2011) ‘Chapter 2: Assessment for Learning: research and policy in the (dis)United Kingdom’. In R. Berry and R. Adamson (eds) Assessment Reform in Education (New York: Springer): 15-32.
Daugherty, .R., Black, P., Ecclestone, K., James, M. and Newton. P. (2011) ‘Chapter 12: Assessment of Significant Learning Outcomes’. In R. Berry and R. Adamson (eds) Assessment Reform in Education (New York: Springer): 165-183.
James, M. (2010) ‘Educational Assessment: Overview’. In E.Baker, B.McGaw & P.Peterson (eds) International Encyclopedia of Education: Third Edition, Volume 3: 161-171 (Oxford: Elsevier).
Pollard, A. and James, M. (2010) ‘Learning and teaching in primary schools: insights from TLRP’. In R.J. Alexander, C. Doddington, J. Gray, L. Hargreaves and R. Kershner (eds) The Cambridge Primary Review Research Surveys (Abingdon: Routledge): 525-547.