CEDiR is currently actively working with a number of colleagues on joint projects and other initiatives. See 'Current Collaborators' below.

The group also has over 40 high-profile 'Associate Members' spanning 15 countries. These are colleagues who we have or are developing some form of collaboration with; many of them have already visited us and/or been involved in joint symposia at conferences, and some have co-authored publications.

Current/Recent Collaborators

• Prof. Gary Beauchamp, Cardiff School of Education & Social Policy, Cardiff Metropolitan University, UK
• Dr Elisa Calcagni, Scientific Associate, Friedrich-Schiller-University of Jena, Germany
• Prof. Carol Chan, Faculty of Education, Hong Kong University, Hong Kong
• Dr Victoria Cook, Education and Research Project Specialist, Chartered College of Teaching, UK
• Prof. Adam Lefstein, Associate Professor, Dept. of Education, Ben-Gurion University of the Negev, Israel
• Prof. Jill Jameson, Director of the Centre for Leadership & Enterprise, Faculty of Education & Health, University of Greenwich, UK
• Dr Ruth Kershner
• Dr Louis Major, Senior Lecturer, University of Manchester, UK
• Dr Anna Rainio, Senior Lecturer, Department of Education, University of Helsinki, Finland
• Prof. Ingvill Rasmussen, Professor, Department of Education, University of Oslo, Norway
• Prof. Sylvia Rojas-Drummond, Faculty of Psychology, National Autonomous University of Mexico (UNAM), Mexico
• Dr Jan van Aalst, Associate Dean & Associate Professor, Faculty of Education, Hong Kong University, Hong Kong
• Dr Maria Vriikki, Postdoctoral Researcher, University of Cyprus

CEDiR Associates (Europe & UK)

• Dr Dani Hilliard, Project Lead, Argue to Think project, Exeter
• Prof. Ramón Flecha García, Professor of Sociology, University of Barcelona, Spain
• Prof. Michèle Grossen, Professor of Social Psychology, Institut de Psychologie, University of Lausanne, Switzerland
• Dr Rocío García-Carrión, Research Associate, Faculty of Psychology and Education, University of Deusto, Bilbao, Spain
• Prof. Marta Soler Gallart, Associate Professor of Sociology and director of CREA Research Center, University of Barcelona, Spain
• Dr Sara Greco, Associate Professor, Institute of Argumentation, Linguistics and Semiotics (IALS), University of Italian Switzerland
• Prof. Alexander Gröschner, Professor, Department of Education, Friedrich-Schiller-University of Jena, Germany
• Prof. Jan Hardman, Professor, Department of Education, York University
• Prof. Nina Helgevold, Professor, University of Stavanger, Norway
• Dr Rupert Higham, Associate Professor, University of London Institute of Education (CEDiR co-founder)
• Prof. Fiona Maine, Professor of Language and Literacy in Education, University of Exeter
• Prof. Catherine Montgomery, Professor of Education, Department of Education, University of Bath
• Prof. Anne-Nelly Perret-Clermont, Emeritus Professor, Institute of Psychology and Education, Faculty of Humanities, University of Neuchâtel, Switzerland
• Dr Manoli Pifarré Turmo, Associate Professor, Universitat de Lleida, Spain
• Prof. Klara Sedova, Associate Professor, Masaryk University, Brno, Czech Republic
• Prof. Tina Seidel, Friedl Schöller Endowed Chair of Teaching and Learning Research, School of Education, Technische Universität München, Germany
• Dr. Judith Kleine Staarman, Senior Lecturer, Thinking Skills, Creativity and Dialogue group, School of Education, Exeter University
• Dr. Janneke van de Pol, Associate Professor, Department of Education, Utrecht University, The Netherlands

CEDiR Associates (Worldwide)

• Prof. Christa Asterhan, Professor, School of Education, Hebrew University of Jerusalem, Israel
• Prof. Maureen Boyd, Professor, Graduate School of Education, State University of New York at Buffalo, USA
• Dr Sherice Clarke, Assistant Professor of Education, Department of Education Studies, University of California San Diego, USA
• Dr Gaowei Chen, Associate Professor, Faculty of Education, Hong Kong University, Hong Kong
• Prof. Manuel Fernández Cárdenas, Dept. of Education & Humanities, Technological University of Monterrey, Mexico
• Dr Valeska Grau Cardenas, Assistant Professor, School of Psychology, Pontifical Catholic University, Chile
• Prof. Mark Felton, Connie Lurie College of Education, San Jose State University, USA
• Prof. Antonia Larrain, Professor, Faculty of Psychology, Universidad Alberto Hurtado, Chile
• Dr Susan Mayer, Lecturer in Education, Brandeis University, Boston, MA, USA
• Prof. Sarah Michaels, Professor of Education, Hiatt Center for Urban Education, Clark University MA, USA
• Dr. Omar Torreblanca Navarro, Lecturer in Educational Psychology, Faculty of Psychology, National Autonomous University of Mexico (UNAM), Mexico
• Prof. Catherine O'Connor, Associate Dean of Faculty Development, Boston University MA, USA
• Dr Deborah Pino-Pasternak, Senior Lecturer, School of Education, Murdoch University, Australia
• Prof. David Preiss, Associate Professor, School of Psychology, Pontifical Catholic University, Chile
• Prof. Alina Reznitskaya, Professor, Educational Foundations, Montclair State University, New Jersey, USA
• Dr Aliza Segal, Laboratory for the Study of Pedagogy, Department of Education, Ben Gurion University of the Negev, Beer Sheva, Israel
• Prof. David Williamson Shaffer, University of Wisconsin-Madison, USA
• Prof. Ian Wilkinson, Department of Teaching and Learning, The Ohio State University, Columbus, Ohio, USA

CEDiR Alumni (Doctoral graduates from CEDiR)

Dr Kelvin Gomez (completed 2022), Senior Research Fellow, University of Leeds: The design, development and evaluation of an augmented reality intervention to support collaborative creative thinking at lower secondary school

Dr Lydia Cao (completed 2022), Postdoctoral Fellow, Harvard Graduate School of Education: Using DBR and mixed reality simulation for professional development of contingent responsiveness in science teaching

Dr Chih-Ching "Jeremy" Chang (completed 2022), Assistant Professor, Institute of Education and Center for Teacher Education, National Sun Yat-sen University, Taiwan: Dialogic education, historical thinking and epistemic beliefs: a design-based research study of teaching in Taiwanese classrooms

Dr Elisa de Padua Nájera (completed 2022), Director of Pedagogical Improvement - SUMMA: Teachers’ formative assessment of reading comprehension in Chile: challenges and opportunities

Dr Tristan Igglesden (completed 2022), Director of Studies, St John’s College School: Designs and affordances for dialogue in Google Classroom: a design-based research study

Dr Ying Ji (completed 2022), Co-Founder of Unibridge International Education Group: Teachers’ Engagement in Continuing Professional Development: Exploring Profiles and Factors

Dr Qian Liu (completed 2022), Research assistant, Department of Education, Practice and Society, IOE, UCL's Faculty of Education and Society: Developing dialogic mathematics teaching with tablet technology in Chinese primary school classrooms: A design-based research approach to teacher professional development

Dr Kevin Martin (completed 2022), Centre Manager, Digital Education Futures Initiative, Hughes Hall University of Cambridge: Using Mobile Phones to Enhance Small Group Dialogic Learning: A Design Based Approach to Educational Innovation in Rural East Africa

Dr Ana Luisa Rubio-Jimenez (completed 2022), Postdoctoral researcher at the Faculty of Psychology of the National Autonomous University of Mexico (UNAM): Exploring and developing the self-determination of Mexican young adults with intellectual disability following a dialogic approach

Dr Ana Laura Trigo Clapés (completed 2022), Postdoctoral position at UNAM, Universidad Nacional Autónoma de México: Dialogic teaching for students with conditions within the autism spectrum

Dr Ngee Derk Tiong (completed 2021), Senior Lecturer at the Centre for English Language Studies, Sunway University: Doing dialogue differently: case studies of teacher collaborative discourse in Malaysian secondary schools

Dr Elisa Calcagni (completed 2020), Postdoctoral researcher, Chair for Research on Teaching and Learning, Institute of Educational Science, Friedrich-Schiller-University Jena: Professional dialogues to foster dialogic pedagogy in mathematics: Design and test of a school-run teacher professional development programme in Chile

Dr Farah Ahmed (completed 2018), Leverhulme Early Career Research Fellow, Faculty of Education, University of Cambridge: Pedagogy as Dialogue between Cultures: Exploring Halaqah: an Islamic dialogic pedagogy that acts as a vehicle for developing Muslim children’s shakhsiyah (personhood, autonomy, identity) in a pluralist society