David Pedder
Position/Status
University Senior Lecturer in Education
E-mail Address: dgp23@cam.ac.uk
Phone: 01223 767531
Qualifications
BA (Hons) in Government, University of Essex (1982)
MSc in Educational Research Methodology, University of Oxford (1996)
PhD in Education, University of Cambridge (2001)
PGCE in Social and Political Studies, University of Birmingham (1985)
RSA Dip. TEFLA, International House, London (1988)
Membership and affiliations
British Educational Research Association
American Educational Research Association
Collaborative Action Research Network
Voluntary Service Overseas
Amateur Swimming Association
Profile
David Pedder is a University Senior Lecturer in Education at the University of Cambridge. His teaching and research interests are concerned with understanding processes, practices, perspectives and conditions that support improvement in teaching and learning in schools and classrooms. He conducts research with teachers and students in primary and secondary school and classroom contexts. He uses qualitative and quantitative research methods to test and develop understandings about innovation in classroom teaching and learning, teachers' professional learning, and school improvement.
In 2008 he was Principal Investigator of a large scale national project for the Training and Development Agency: 'Schools and Continuing Professional Development in England: the State of the Nation'. CPD surveys used with teachers and school leaders were developed as part of this project. In the same year he also 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'. He continues as Principal Investigator for a Faculty-funded research project: 'University Partnerships with Schools and Local Authorities: a literature review'. From 2001 to 2005 he was senior research associate in one of the largest TLRP projects: 'Learning How to Learn – in classrooms, schools and networks'. Between 2000 and 2001 he was research associate in a phase 1 TLRP project: 'Consulting pupils about teaching and learning: process, impact and outcomes'. Before that, as an ESRC-funded PhD student, he carried out a mixed method research project for his thesis: 'The impact of class size on effective teaching and learning: a conceptual and methodological investigation'.
He has extensive teaching experience working in schools and classrooms in Japan and, with Voluntary Service Overseas, in West Papua, Indonesia. In the classroom he taught English as a Foreign Language. He has many years' experience working alongside fellow teachers to support learning in a range of pre-service and in-service contexts in West Papua and in the UK.
Academic Area/Links
Classroom teaching and learning
Teachers' professional development
School improvement
Research Topics
- Class size
- Assessment for learning
- Learning how to learn
- Pupil consultation
- Teachers' professional learning
- School improvement
- University partnerships with schools and local authorities
Current and Recent Research Projects
Schools and Continuing Professional Development in England: the State of the Nation funded by the Training and Development Agency, 2008 - analysis and writing up continues
The Influence and Participation of Children and Young People in their Learning funded by the General Teaching Council, 2008 - analysis and writing up continues
University Partnerships with schools and Local Authorities: a literature review funded by the Faculty of Education, 2008 - analysis and writing up continues
Learning how to learn in classrooms, schools and networks
funded by ESRC as part of the Teaching and Learning Research Programme (TLRP), 2001-2005 - analysis and writing up continues
Consulting pupils about teaching and learning: process, impact and outcomes
funded by ESRC as part of the Teaching and Learning Research Programme (TLRP), 2000-2001
Course Involvement
Masters Programme Manager
Coordinator of the Cambridge-Essex Partnership
MEd/M.Phil Educational Research Methods
MEd/M.Phil. Educational Leadership and School Improvement
Ph.D. supervision
Publications
Peer-reviewed Research Articles
Pedder, D. School Policies and Practices to Support Effective Classroom Assessment
for Learning, in The International Encyclopedia of Education, 3rd Edition, edited by Barry McGaw, Penelope Peterson and Eva Baker, Elsevier (in press).
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). Are small classes better? Understanding relationships between class size, classroom processes and pupil's learning. Oxford Review of Education, 32 (2), 213-234.
Pedder, D. (2006). Organisational conditions that foster successful classroom promotion of learning how to learn. Research Papers in Education, 21 (2), 171-200.
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. and McIntyre, D. (2006). Pupil consultation: the importance of social capital. Education Review, 58 (2), 145-157.
McIntyre, D., Pedder, D., and Rudduck, J. (2005). Pupil voice: comfortable and uncomfortable learnings for teachers. Research Papers in Education, 20 (2), 149-168.
Pedder, D., James, M., and MacBeath, J. (2005). How teachers value and practise professional learning. Research Papers in Education, 20 (3), 209-243.
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.
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.
Chapters in books
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, pp.27-43. London: Sage.
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, pp. 7-41. Cambridge: Pearson Publishing.
Other 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.