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Associates

CEDiR Collaborators and Associates

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)

CEDiR Associates (Worldwide)

CEDiR Alumni (PhD and EdD graduates from CEDiR)

Dr Lydia Cao (completed 2022): 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): 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), from February 2023, 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