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Peter Dudley

Position

Associate Professor

E-mail Address

pjd45@cam.ac.uk

Twitter

@drdudley13

Phone

+ 44 (0)1223 767572

Qualifications

  • PhD, Cambridge
  • MEd, Cambridge
  • Dip RSA, Redbridge
  • PGCE, Goldsmiths, London
  • BA (Hons), Bangor

Membership of Professional Bodies/Associations

  • Fellow: Hughes Hall
  • Member: Trinity Hall
  • Immediate Past President: World Association of Lesson Studies, Singapore

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Profile

School improvement leadership

Pete taught in Primary and Secondary schools in East London and Western Thrace - Greece before working in school improvement services in Essex (with responsibilities for school standards, curriculum and assessment); Redbridge, London (as Deputy Director); and at the National College for School Leadership (2003-5) where he innovated Research Lesson Study for Networked Learning Communities. He led the Primary National Strategy for five years raising standards nationally and introducing the ‘Leading Improvement’ programme, collaborative classroom enquiry and the WhatWorksWell database of classroom learning research. He directed education and wider children’s services in Central Bedfordshire before joining the London Borough of Camden as Director of Education (2013-2019) where he led the establishment of the schools-led, school improvement, not-for-profit: Camden Learning. He has led lesson study based school improvement work (and research) in the UK and around the world with the World Association of Lesson Studies where he is Immediate Past President.

Academic

Pete gained his Masters at the Faculty of Education in 2011 which he joined in 2019 to lead the Education Leadership and School 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 https://www.deficambridge.org/camtree/ Pete's lesson 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.

Academic Area/Links

  • Leadership for Learning – Faculty of Education
  • Cambridge Educational Dialogue in Research (CEDiR) – Faculty of Education
  • Leadership team - Oracy Cambridge – Hughes Hall
  • CEO - Camtree Cambridge's Teacher Research Exchange, The Bridge, Hughes Hall 

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Research Topics

  • Education Leadership, Change, Evaluation and Policy – Faculty of Education
  • Lesson Study for improvement, change and achievement for all learners
  • System leadership and reform informed by practitioner research
  • Oracy, dialogue and collaborative teacher learning
  • Web-enabled classroom, school and system practitioner research

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Teaching

  • Education Leadership and Improvement Masters - Route Coordinator
  • Transforming Practice Masters - core team member
  • EdD and PhD contributor

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Principal and Recent Publications

Journal Articles

Dudley, P., Pratt, M., Gilbert, C., Abbey, J., Lang, J. and Bruckdorfer, H. (2020) Cross-school 'close-to-practice' action research, system leadership and local civic governance, re-engineering an inner city learning community. UCL IoE London Review of Education. https://www.scienceopen.com/hosted-document?doi=10.14324/LRE.18.3.05 

Dudley, P., Xu, H., & Lang, J. (2019) Empirical evidence of the impact of lesson study on: students’ achievement, teachers’ professional learning and on institutional and system evolution: an illustrative, complex case-development exemplar in London. European Journal of Education. *Awarded 'Star Article 2019' by the European Journal of Education.

Dudley, P. (2018) Third nature: deliberate close to practice research enhancing practice development, curriculum renewal and cross-school improvement capacity. Research Intelligence. British Educational Research Association. November 2018.

Warwick, P., Vrikki, M., Faeroyvik Karlson, A., Dudley, P., Vermunt, J. (2018) The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups. Cambridge Journal of Education https://www.tandfonline.com/doi/full/10.1080/0305764X.2018.1556606

Norwich, B., Dudley, P., Ylonen, A. (2014) Using Lesson Study to Assess Pupils’ Learning Difficulties, International Journal for Lesson and Learning Studies, Emerald, 3,2 2014, pp 192-207.

Dudley, P. (2013) Teacher Learning in Lesson Study: What interaction level discourse analysis revealed about how teachers utilised imagination, tacit knowledge of teaching and fresh evidence of pupils learning, to develop practice knowledge and so enhance their pupils’ learning,Teaching and Teacher Education, 34 (2013) 107-121.

Dudley, P. (2012) Lesson Study in England: from school networks to national policy International Journal for Lesson and Learning Studies, Vol.1 Issue1, January (2012), Emerald 

Books

Goei, S.L., Norwich, B. and Dudley, P. (Eds.) (2021) Lesson Study in inclusive settings. Routledge.

Dudley, P. (2019) Research Lesson Study: a handbook. Lesson Study UK www.lessonstudy.co.uk Fifth Edition. (First published 2003 by NCSL.)

Dudley, P. (Ed.) (2015) Lesson Study: professional learning for our time. Routledge.

Dudley, P. (2013) A guide to effective CPD, Oxford Owl, OUP. http://assets.oxfordowl.co.uk/2014/11/07/16/11/03/715/bp_cpd_guide.pdf

Chapters in books

Dudley, P. and Lang, J. (2021) How case pupils, pupil interviews and sequenced research lessons can strengthen teacher insights in how to improve learning for all pupils, in Stepping Up Lesson Study, Aki Murata & Christine Lee, (Eds). WALS-Routledge, Abingdon.

Dudley, P. and Vrikki, M. (2020) Teachers' collaborative dialogues in contexts of lesson study in N. Mercer, R. Wegerif and L. Major. The Routledge Handbook of Research on Dialogic Education. P. 217-226.

Dudley, P., Warwick, P., Mercer, N., Vrikki, M., Vermunt, J., van Halem, N. & Karlsen, A. (2019) Implementing a new mathematics curriculum in England: district Research Lesson Study as a driver for student learning, teacher learning and professional dialogue in Takahashi, A., Huang, R. and da Ponte, J. Theory and practices of Lesson Study in mathematics, an international perspective, New York, Springer

Dudley, P. and Duffy, B. (2016) Research and Teaching, in A guide to Early Years and Primary Teaching, (Rogers, S. & Wyse, D. Eds.) London, Sage.

Dudley, P. (2013) Lesson Study: its rationale, underlying principles and reasons for its use by teachers of children with moderate learning difficulties in Lesson Study and pupils with moderate learning difficulties, Norwich, B. & Jones, J. (Eds.), London, Continuum

Dudley, P. and Swaffield, S. (2008) Understanding and Using Assessment data in Unlocking Assessment, Swaffield, S. (Ed.) Routledge, London