David Pedder
Position/Status
Lecturer in Education
E-mail Address: dgp23@cam.ac.uk
Phone: 01223 767531
Qualifications
BA (Hons) in Government, University of Essex
MSc in Educational Research Methodology, University of Oxford
PhD in Education, University of Cambridge
PGCE in Social and Political Studies, University of Birmingham
RSA Dip. TEFLA, International House, London
Membership of Professional Bodies/Associations
British Educational Research Association
American Educational Research Association
Profile
David Pedder is a lecturer in Educational Leadership and School Improvement at the University of Cambridge. He previously worked as a researcher on two ESRC/TLRP-funded research and development projects. These were 'Learning How to Learn in Classrooms, Schools and Networks', and 'Consulting Pupils about Teaching and Learning'. Before that, as an ESRC-funded doctoral student, he carried out research into the impact of class size on effective teaching and learning.
David Pedder's teaching and research interests are concerned with understanding the conditions, processes and practices that support improvement in learning and leadership in schools and classrooms. He conducts research in primary and secondary school and classroom contexts. His research includes studies of the impact of class size on effective teaching and learning, innovation in classroom teaching and learning, teachers' professional learning, school improvement and organisational learning processes and practices.
He has extensive teaching experience working in schools and classrooms in Japan and, with Voluntary Service Overseas, in 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 Papua and in the UK.
Academic Area/Links
Classroom teaching and learning
Teachers' professional learning
School improvement
Research Topics
Class size
Assessment for learning
Learning how to learn
Pupil consultation
University-Local Authority (CSF) Partnerships
Teachers' professional learning
Organisational learning
Current Research Projects
Consulting pupils about teaching and learning: process, impact and outcomes
funded by ESRC as part of the TLRP initiative, 2000-2001
Learning how to learn in classrooms, schools and networks
funded by ESRC as part of the TLRP initiative, 2001-2005
Partnership M.Eds: value, impact and strategies
funded by Hertfordshire CSF, Essex LA and the Faculty of Education, 2005-2007
Course Involvement
Manager of Masters Programme
Coordinator of the Essex M.Ed. School Improvement for All
MEd Educational Research Methods
MEd/M.Phil. Educational Leadership and School Improvement
Ph.D. supervision
Publications
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.
Articles in Peer-reviewed Research Journals
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.
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.