Position/Status

University Lecturer

E-mail Address

pjd45@cam.ac.uk

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
• President: World Association of Lesson Studies, Singapore

Profile

Pete taught in Primary and Secondary schools in East London and Western Thrace - Greece, before joining the Essex Education Service where he was responsible for assessment, school standards and curriculum. As Deputy Education Director in Redbridge, London he established the Redbridge Schools Network. He then joined the National College for School Leadership in 2003 innovating Research Lesson Study for Networked Learning Communities. He went on to lead the Primary National Strategy for five years introducing the ‘Leading Improvement’ programme, 'collaborative classroom enquiry' and the WhatWorksWell database of classroom learning research. He led 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. 

Pete first joined the Faculty of Education as a lecturer in 2017 leading the Education Leadership and School Improvement Masters route and continuing to research lesson study, professional development and system leadership. He has been President of the World Association of Lesson Studies since 2016 and a senior member of Hughes Hall since 2015 where he is a team member of Oracy Cambridge and lead developer of the Classroom Learning Research Exchange in Hughes Hall's Digital Education Futures Initiative: https://www.deficambridge.org/clrx/

Academic Area/Links

• Leadership for Learning – Faculty of Education
• Cambridge Educational Dialogue in Research (CEDiR) – Faculty of Education
• Leadership team - Oracy Cambridge – Hughes Hall
• Lead developer - Classroom Learning Research Exchange, Digital Education Futures Initiative, The Bridge, Hughes Hall 

Research Topics

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

Teaching

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

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. In Press.

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 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