Dr Peter Kelly
Profiles

Dr Peter Kelly

Associate Professor (Reader) in Comparative Education

Plymouth Institute of Education (Faculty of Arts, Humanities and Business)

EdD Module Lead (Professional Learning) & Tutor
PhD and EdD Director of Studies & Supervisor 
MA (Education) Module Lead (Practice Related Inquiry) & Tutor

Qualifications

PhD in Education, October 2000 (University of Exeter)

Before moving into higher education I spent fifteen years working in primary and middle schools in London and South West England including five years as a deputy head and five as a head teacher. I taught across the primary and middle school age ranges in schools serving socially mixed, socially disadvantaged, rural and inner-city catchments.

Professional membership

European Educational Research Association (EERA), British Educational Research Association (BERA), British Association for International & Comparative Education (BAICE) and Comparative Education Society in Europe (CESE)

Roles on external bodies

Link Convenor for Network 23, Politics and Policy in Education, in the European Educational Research Association

Member of the Anglo German Educational Research Group and former member of the BAICE Executive Committee

Teaching interests

Politics of education, education policy, education leadership, comparative education

Social policy, social theory & approaches to social research
Teacher experience, professional learning & development

I lead a module on Professional Learning on the Education Doctorate and am Director of Studies for both EdD and PhD students . I am also a tutor on the MA (Education) Programme which provides practice focused masters-level study in all areas of education.

Staff serving as external examiners

MA Education, University College London Institute of Education, 2016-2020

Research interests

My research explores the working lives of school leaders and teachers in Europe. Positioned between critical approaches to education leadership, international and comparative education and education policy, current studies examine how market governance privileges some education traditions and practices over others, the effect of this on school leaders, teachers and students and implications for the public good.

A study with colleagues in Denmark, Germany and Scotland, explores how education research is selected and adapted by commercial or philanthropic intermediaries or brokers, and then used by school leaders and teachers, with the intention of improving education practice and increasing students’ preparedness for citizenship and employment. Another with a colleague in Germany analyses how education reform contexts influence the knowledge traditions which teachers find most useful.

I am a lead partner in the European Policy Network on Teachers and School Leaders, awarded European Commission funding of €1.2 million over four years in 2019, comparing the cultures, contexts and circumstances that shape school leaders and teachers working lives in Europe.

Other research

In broader terms, my research explores some of the reasons for rising populism in Europe and the consequences of this for liberal democracies, with a view to informing an educational response. In a series of comparative studies with colleagues in Denmark, England and Germany, I sought to map the extent and progression of neoliberal education reform in three north European national contexts, analysing how this has shaped pedagogy and its impact on teachers and students. These studies explore how marketisation, managerialism and performativity in education, mobilised by high stake student testing and test based accountability regimes, widen educational inequality and increase teacher and student alienation.

From 2007 until 2012 I worked with two colleagues at Plymouth, Nick Pratt and Ulrike Hohmann, and with Hans Dorf at Aarhus University on a comparative pedagogy project, Comparing and Analysing Teaching in Northern Europe (CATE), initially looking at lower secondary language/literature and mathematics teaching in Denmark and England. From 2012 until 2015, a new phase of this project with Hans-Georg Kotthoff at Freiburg Pedagogic University looked at mathematics teaching in Baden-Württemberg, Germany.

From 2012 until 2017 I led a project with Elizabeth McNess at the University of Bristol, Christian Ydesen and Karen Egedal Andreasen at Aalborg University and Kristine Kousholt at Aarhus University, comparing the reading assessment of eleven year old children in primary schools in England with that in folkskoles in Denmark.

Research degrees awarded to supervised students

Magne, Polly (Director of Studies, EdD, awarded November 2019) A case study of ‘Internationalisation at Home’ leading to a proposal for Critical Global Pedagogies.

Gosling, Paul (Director of Studies, EdD, awarded October 2019) How do children’s personal narratives influence their choices at school?

Norman, Paul (Director of Studies, EdD, awarded October 2019) Headteacher experiences and perceptions of standards-led reform in English secondary schools.

Alzahraini, Bandar (Director of Studies, PhD, awarded October 2019) The use of student response systems in Higher Education in Saudi Arabia.

Grundy, Christopher (Director of Studies, EdD, awarded September 2019) ‘It is possible to reinvent yourself!’ An analysis of the learning lives and lived experience of adult literacy students in a Further Education context.

Hodson, Paul (Director of Studies, EdD, awarded January 2018) From the secret garden to the panopticon? Changing freedoms and the growing crisis in primary school headteacher recruitment.

Rawson, Martyn (Director of Studies, EdD, awarded September 2017) Learning to become a subject: A hermeneutic phenomenological study of students in a Waldorf(Steiner) school in Germany.

LeGassick, Peter (Supervisor, EdD, awarded March 2016) The employment of ex-military as teachers: The military, masculinity and moral regulation.

Krantz, Göran (Director of Studies, PhD, awarded December 2014) Education in dance as self-education: A hermeneutic phenomenological study using arts-based research methods exploring student’s experience of dance in Sweden and why they find dance of importance for themselves and in their life.

Rae, Tony (Director of Studies, PhD, awarded July 2011) Wild Country Hall: Children’s learning at a residential outdoor education centre.


Key publications

Key publications are highlighted

Journals
Articles
Kelly P 2020 'Liberal education in turbulent times: Policy, pedagogy and their effects in European comparison' London Review of Education 18, (1) 35-49 , DOI PEARL
Kelly P 2020 'Comparing post-socialist transformations: purposes, policies and practices in education' Journal of Education for Teaching 46, (2) 253-256 , DOI PEARL
Kelly P 2018 'Knowledge and the study of education: an international comparison' Journal of Education for Teaching 44, (2) 247-249 , DOI PEARL
Kelly P & Kotthoff H-G 2017 'PISA, national and regional education policies and their effect on mathematics teaching in England and Germany' Research in Comparative and International Education 174549991772428-174549991772428 , DOI PEARL
Kelly P, Andreasen KE, Kousholt K, McNess E & Ydesen C 2017 'Education governance and standardised tests in Denmark and England' Journal of Education Policy 1-20 , DOI PEARL
Kelly P 2017 'Teaching comparative education: trends and issues informing practice' Journal of Education for Teaching 43, (3) 378-380 , DOI PEARL
Kelly P & Kotthoff H-G 2016 'Comparing episodes of mathematics teaching for higher achievers in England and Germany' Research in Comparative and International Education 11, (4) 394-405 , DOI PEARL
Kelly P 2016 'Qualitative comparative research on teaching' Research in Comparative and International Education 11, (4) 354-356 , DOI PEARL
Pratt NM & Kelly P 2016 'The cultural construction of subject discipline knowledge: comparing ‘abstraction’ in two international contexts' Research in Comparative and International Education , DOI PEARL
Kelly P 2016 'Transnational policy flows in European education: the making and governing of knowledge in the educational policy field' Journal of Education for Teaching 42, (5) 624-625 , DOI PEARL
Andreasen K, Kelly P, Kousholt K, McNess E & Ydesen C 2015 'Standardised testing in compulsory schooling in England and Denmark: A comparative study and analysis' Bildung und Erziehung 68, (3) 329-348 PEARL
Kelly P & Dorf H 2015 'Snapshots of language and literature teaching in Denmark and England' Education 3-13 44, (6) 727-735 , DOI
Kelly P 2014 'Intercultural comparative research:rethinking insider and outsider perspectives' OXFORD REVIEW OF EDUCATION 40, (2) 246-265 Author Site , DOI PEARL
Pratt NM, Tedder M, Boyask R & Kelly P 2013 'Pedagogic relations and professional change: a sociocultural analysis of students' learning in a professional doctorate' Studies in Higher Education 40, (1) 43-59 , DOI
Kelly P, Dorf H, Pratt N & Hohmann U 2013 'Comparing teacher roles in Denmark and England' Compare 44, (4) 566-586 , DOI PEARL
Kelly P 2013 'Social class, social action and education: The failure of progressive democracy' BRITISH EDUCATIONAL RESEARCH JOURNAL 39, (1) 206-208 Author Site , DOI
Kelly P 2013 'Comparative Pedagogy: Making Sense of Cultural Complexity' Research in Comparative and International Education 8, (4) 415-427 , DOI
Kelly P, Pratt N, Dorf H & Hohmann U 2013 'Comparing Pedagogy in Mathematics in Denmark and England' European Educational Research Journal 12, (4) 553-567 , DOI
Kelly P, Hohmann U, Pratt N & Dorf H 2012 'Teachers as mediators: an exploration of situated English teaching' British Education Research Journal 39, , DOI PEARL
Dorf H, Kelly P, Pratt N & Hohmann U 2012 'Varieties of teacher expertise in teaching Danish language and literature in lower secondary schools' Nordic Studies in Education 32, 17-34 PEARL
Kelly P 2011 'Unconsidered activity, craft expertise and reflective practice in teaching' Reflective Practice 12, (4) 557-568 , DOI PEARL
Kelly P, Berry J & Battersby D 2007 'Developing teacher expertise: teachers and students doing mathematics together' Journal of In-Service Education 33, (1) 41-65 , DOI
Gale KJ, Wheeler S & Kelly P 2007 'Learning in Cyberspace: An Examination of Changes in Professional Identity and Practice Style in an Online Problem Based Learning Environment' Quarterly Review of Distance Education 8, (4) 297-308 Publisher Site
Pratt N & Kelly P 2007 'Mapping mathematical communities: classrooms, research communities and masterclasses' 27, (2) 34-39
Kelly P, Gale KJ, Wheeler S & Tucker V 2007 'Taking a stance: Promoting deliberate action through online Postgraduate Professional Development' Technology Pedagogy and Education 16, (2) 153-176 , DOI
Kelly P 2006 'What is teacher learning? A socio-cultural perspective' OXFORD REVIEW OF EDUCATION 32, (4) 505-519 Author Site , DOI
Wheeler S, Kelly P & Gale K 2005 'The influence of online problem-based learning on teachers’ professional practice and identity' Research in Learning Technology 13, (2) , DOI
Kelly P 2004 'CHILDREN'S EXPERIENCES OF MATHEMATICS' Research in Mathematics Education 6, (1) 37-57 , DOI
Chapters
Kelly P 2018 'Standardised assessment and the shaping of neoliberal student subjectivities' Testing and Inclusive Schooling International Challenges and Opportunities Routledge 66-78 PEARL
Kelly P 2017 'Promoting inclusive European education policy research: creating a third space' The Implications of "New Populism" For Education 87-98
Kelly P 2015 'Constructing the insider and outsider in comparative research' Revisiting Insider-Outsider Research in Comparative and International Education Symposium Books Ltd 57-74
Books
2004 Using Thinking Skills in the Primary Classroom. SAGE Publications Ltd , DOI
Conference Papers

Kelly, Peter (2020) Technocratic school leadership and the optimisation of schooling, in Susann Hofbauer, Christian Ydesen and Peter Kelly, Optimisation and the rise of evidence based practice: testing, designs and technocratic turn in the European education agora, Symposium at the Deutsche Gesellschaft für Erziehungswissenschaft Kongress, Universität zu Köln, March 2020.

Hofbauer, Susann, Kelly, Peter & Beck, Anna (2019) Evidenzen und die Legitimierung pädagogischen Handelns in England und Schottland [Evidence and the legitimisation of pedagogical action in England and Scotland], Paper presented to the Österreichische Gesellschaft für Forschung und Entwicklung im Bildungwesen Kongress, Pädagogische Hochschule Oberösterreich, Linz, September 2019.

Kelly, Peter & von Bargen, Imke (2019) Comparing the Relationship between Professional Knowledge Traditions and Subject Teaching in England and Germany, Paper presented to the European Conference on Educational Research, Universität Hamburg, September 2019.

Kelly, Peter, Hofbauer, Susann & Beck, Anna (2019) Pedagogising the New Science of Education: Comparing the Experiences of School Leaders, Paper presented to the European Conference on Educational Research, Universität Hamburg, September 2019.

Kelly, Peter & von Bargen, Imke (2018) Comparing professional knowledge traditions and their implications for subject teaching in England and Germany, Paper presented to the British Association for International and Comparative Research Conference, University of York, September 2018.

Hofbauer, Susann & Kelly, Peter (2018) Brokerage agencies and the legitimation of evidence-based knowledge: a discourse analysis, Paper presented to the European Conference on Educational Research, Free University Bolzano, September 2018.

Kelly, Peter (2017) Standardised assessment and the shaping of neoliberal student subjectivities, Paper presented to the European Conference on Educational Research, University College, Copenhagen, August 2017.

Kelly, Peter & von Bargen, Imke (2017) Comparing standardised assessment regimes and their effects: England and Germany, Paper presented to the European Conference on Educational Research, University College, Copenhagen, August 2017.

Kelly, Peter & Ivon Bargen, Imke (2017) Rezeption von Vergleichsarbeiten im internationalen Kontext: Erfahrungen aus Deutschland und England [Comparison in an international context: experiences from Germany and England], Paper presented to the Sektion Interkulturelle und International Vergleichende Erziehungswissenschaft Conference, Universität Bayreuth, March 2017.

Kelly, Peter & von Bargen, Imke (2016) Comparing the standardised testing of 11 year olds in two contrasting education reform contexts: England and Nordrhein Westphalen, Germany, Paper presented to the British Association for International and Comparative Research Conference, University of Nottingham, September 2016.

Kelly, Peter & Kotthoff, Hans-Georg (2016) Comparing the relationship of national policy to PISA and the effect on teaching Mathematics in England and Germany, Paper presented to the 27th Comparative Education Society in Europe Conference, University of Glasgow, June 2016.

Kelly, Peter (2015) Comparing the Policy Response to PISA in England and Germany, Paper presented to the European Conference on Educational Research, Corvinus University of Budapest, September 2015.

Kelly, Peter (2014) Researching culture as process, Paper presented to the British Association for International and Comparative Research Conference, University of Bath, September 2014.

Kelly, Peter, Andreasen, Karen, Kousholt, Kristine, McNess, Elizabeth & Ydesen, Christian (2014) Testing 11 year olds in reading in England and Denmark: Comparing teachers’ & students’ experiences, Paper presented to the European Conference on Educational Research, Universidade do Porto, September 2014.

Andreasen, Karen, Kelly, Peter, Kousholt, Kristine, McNess, Elizabeth & Ydesen, Christian (2014) Standardised testing in compulsory school in England and Denmark: A comparative study and analysis, Paper presented to the 26th Comparative Education Society in Europe Conference, Pädagogische Hochschule Freiburg, June 2014.

Dorf, Hans, Hohmann, Ulrike, Kelly, Peter & Pratt, Nick (2014) Comparing and assessing teacher expertise in mathematics across national school cultures and local social environments, Paper presented to the 26th Comparative Education Society in Europe Conference, Pädagogische Hochschule Freiburg, June 2014.

Pratt, Nick & Kelly, Peter (2014) Comparing the teaching of algebraic thinking across England and Denmark, Paper presented to the 26th Comparative Education Society in Europe Conference, Pädagogische Hochschule Freiburg, June 2014.

Kelly, Peter, Dorf, Hans, Pratt, Nick and Hohmann, Ulrike (2013) The Consequences of Prioritising Knowledge Utility as a Policy Aim in Education, Paper presented to the European Conference on Educational Research, Bahçeşehir University, Istanbul, September 2013.

Tedder, Michael, Pratt, Nick, Kelly, Peter and Boyask, Ruth (2013) ‘Getting out the compass and navigating round the concepts’: Insights from using biographical methods to inquire into professional learning, Paper presented at the European Society for Research in the Education of Adults Conference, Canterbury Christchurch University, March 2013.

Hohmann, Ulrike, Kelly, Peter, Dorf, Hans and Pratt, Nick (2012) Making Policy in the Classroom: Teachers’ discretion, Paper presented to the European Conference on Educational Research, Universidad de Cádiz, September 2012.

Kelly, Peter, Dorf, Hans, Pratt, Nick and Hohmann, Ulrike (2012) Comparing mathematics teacher roles in Denmark and England, Paper presented to the European Conference on Educational Research, Universidad de Cádiz, September 2012.

Kelly, Peter, Dorf, Hans, Kotthoff, Hans-Georg, Hohmann, Ulrike and Pratt, Nick (2012) Comparing and Analysing Teaching in Northern Europe: A Socio-Cultural Approach, Round table discussion at the European Conference on Educational Research, Universidad de Cádiz, September 2012.

Kelly, Peter (2012) A Socio-cultural analysis of insider and outsider perspectives in comparative pedagogic research, Paper presented to the British Association for International and Comparative Research Conference, University of Cambridge, September 2012.

Tedder, Michael, Pratt, Nick, Kelly, Peter & Boyask, Ruth (2012) Pedagogy in a professional doctorate: Creating a space for transgression? Paper presented to Professions and Professional Learning in Troubling Times: Emerging Practices and Transgressive Knowledges, University of Stirling, May 2012.

Kelly, Peter, Pratt, Nick, Hohmann, Ulrike and Dorf, Hans (2011) Expert Teachers in Denmark, England and Germany: A Comparative Study of Mathematics Teaching at Lower Secondary School Level, Paper presented to the European Conference on Educational Research, Freie Universität Berlin, September 2011.

Kelly, Peter, Hohmann, Ulrike, Pratt, Nick and Dorf, Hans (2011) Towards a Socio-Cultural Approach to Comparative Pedagogic Research, Paper presented to the European Conference on Educational Research, Freie Universität Berlin, September 2011.

Pratt, Nick, Tedder, Michael, Boyask, Ruth and Kelly, Peter (2011) Changing Identity and Professional Development: The Role of Pedagogy in a Professional Doctorate, Paper presented to the European Conference on Educational Research, Freie Universität Berlin, September 2011.

Pratt, Nick, Boyask, Ruth and Kelly, Peter (2011) Identity, professional knowledge and doctoral pedagogy, Paper presented to the UKCGE Second International Conference on Professional Doctorates, Edinburgh, April 2011.

Boyask, Ruth, Pratt, Nick, Tedder, Michael and Kelly, Peter (2011) Questioning our good intentions: Using research and theory to interrogate professional doctoral pedagogy, Paper presented to the Discourse, Power, Resistance Conference, University of Plymouth, April 2011.

Kelly, Peter, Pratt, Nick and Hohmann, Ulrike (2010) Towards a Socio-Cultural Approach to Comparative Pedagogic Research, Paper presented to the British Association for International and Comparative Research Conference, University of East Anglia, September 2010.

Hohmann, Ulrike, Dorf, Hans, Kelly, Peter, Milana, Marcella and Pratt, Nick (2010) Mediating policy aims into learning outcomes: a comparison of Danish and English teachers’ expertise in educating the future citizen, Paper presented to the Nordic Educational Research Association 38th Congress, University of Malmö, March 2010.

Kelly, Peter, Hohmann, Ulrike, Dorf, Hans and Milana, Marcella (2009) Initial findings of a comparative study of teacher expertise in Denmark and England, Paper presented to the European Conference on Educational Research, University of Vienna, September 2009.

Pratt, Nick, Back, Jenni and Kelly, Peter (2009) Identifying with Mathematics in an Online Environment, Paper presented to the Fourth Plymouth e-Learning Conference: Boundary Changes, University of Plymouth, April 2009.

Kelly, Peter and Milana, Marcella (2008) Analysing teacher expertise in relation to international variations in pupil achievement, Paper presented to the European Conference on Educational Research, University of Gothenburg, September 2008.

Kelly, Peter (2007) Teachers’ working practices, professional identities and responses to Postgraduate Professional Development (PPD), Paper presented to the ‘Socio-cultural theory in education' Conference, University of Manchester, September 2007.

Kelly, Peter (2007) Online asynchronous discussions and identity change in teachers, Paper presented to CAL’07: Development, Disruption & Debate, Trinity College, Dublin, March 2007.

Kelly, Peter, Knowler, Helen, Murphy, Mike and Rea, Tony (2007) Tidy student identities defiled by the ‘truth’ and power of school assessment: an exploration of student experiences, Paper presented to the Discourse, Power, Resistance Conference, Manchester Metropolitan University, March 2007.

Kelly, Peter, Gale, Ken and Wheeler, Steve (2005) Taking a stance: promoting deliberate action through online Postgraduate Professional Development, Paper presented to the Second Plymouth e-Learning Conference: Strategies for Transformation, University of Plymouth, November 2005.

Kelly, Peter and Murphy, Mike (2005) Reflections on an educational development project in Central Asia, Paper presented to the British Educational Research Association Conference, University of Glamorgan, September 2005.

Pratt, Nick and Kelly, Peter (2005) Mapping mathematical communities: Classrooms, research communities and master classes, Paper presented to the ‘Socio-cultural theory in educational research and practice' Conference, University of Manchester, September 2005.

Kelly, Peter (2005) Expertise and the impact of teacher learning, Paper presented to the Discourse, Power, Resistance Conference, University of Plymouth, March 2005.

Wheeler, Steve, Kelly, Peter and Gale, Ken (2004) Mapping the learner in cyberspace: Online identities and group interaction, Paper presented to the British Educational Research Association Conference, UMIST, Manchester, September 2004.

Gale, Ken, Kelly, Peter and Wheeler, Steve (2004) Mapping the learner in cyberspace: An examination of changes in professional identity and practice style in an online problem based learning environment, Paper presented to the Discourse, Power, Resistance Conference, University of Plymouth, April 2004.

Kelly, Peter (2003) Teachers’ professional learning experiences: A psychological critique, Paper presented to the British Educational Research Association Conference, Heriot-Watt University, September 2003.

Kelly, Peter (2003) Student engagement in humanities lessons, Paper presented to the British Educational Research Association Conference, Heriot-Watt University, September 2003.

Kelly, Peter (2003) Children’s experiences of mathematics, Paper presented to the British Society for Research into Learning Mathematics Conference, University of Oxford, June 2003.

Kelly, Peter (2002) Validity and discursive phenomenography, Paper presented to the British Educational Research Association Conference, University of Exeter, September 2002.

Kelly, Peter (2002) Children’s experiences of mathematics in school and out of school, Paper presented to the British Educational Research Association Conference, University of Exeter, September 2002.

Reports

Kelly, P. (2019) Desk research report on education research on teacher recruitment, retention and motivation in Europe, European Policy Network on Teachers and School Leadership, EPPN, Amsterdam, May 2019.

Kelly, P. (2016) Avoiding implementation pitfalls: lessons from curriculum reform elsewhere in the UK and beyond, in: Policy Forum for Wales, Next steps for developing the new National Curriculum for Wales: content, assessment and the Digital Competency Framework, Bracknell, Policy Forum for Wales, 16-18.

Spours, K., Edwards, J., Yarnit, M., McKenzie, K., Taubman, D., Lane, G., Millen, P., Stanton, G, Kelly, P., Blackhall, C., Foskett, G., Harrington, C., Matthews, B. & Styles, K. (2014) The Bloomsbury Paper: The Interim Report of the Inquiry into a 21st Century Education System, London, Compass.

Kelly, P. (2003) UNICEF CARK Global Education Project Assessment Manual, Almaty, Kazakhstan, UNICEF.

Reports & invited lectures

Convenor, EERA Conference Workshop, ‘Overcoming Barriers to European Collaborative Education Research’, Free University Bolzano, Italy, September 2018


Invited public lecture, ‘The Sociology of Education in England after Basil Bernstein’, and seminar series, ‘Teaching quality and school governance in a comparative perspective’, Aarhus University, Denmark, November 2017

Invited research seminar, ‘Why compare education policy between England and Germany?’, and postgraduate student seminar series, ‘Global governance, national and regional education policy and their effect on teaching in England and Germany’, Göttingen University, Germany, November 2017

Convenor, EERA Network 23 Day Seminar at ECER 2017, ‘Promoting Inclusive European Collaborative Education Policy Research: Creating a third space’, University College Copenhagen, Denmark, August 2017

Editor, Research in Comparative & International Education, Special Edition on Qualitative Comparative Research on Pedagogy, December 2016

Invited keynote and workshops, ‘Constructing the insider and outsider in comparative research’, Young Scholars Workshop, Otto-Friedrich-Universität Bamberg, Germany, December 2016

Invited presentation, ‘Lessons from curriculum reform in Europe’, Policy Forum for Wales: Next steps for developing the new National Curriculum for Wales, Cardiff, March 2016

Invited presentation, ‘Education governance in England and its effect on teachers and teaching’, Freiburg Pedagogic University, Germany, June 2015

Invited presentation, ‘Qualitative comparative policy research methodologies’, Aarhus University, Denmark, March 2015

Invited presentation, ‘How the policy response to international pupil performance survey data in mathematics has differed between Germany and England, and the effect this has had’, AGERG Symposium, Universität der Bundeswehr München, Germany, February 2015

Invited participant, German Research Foundation (DFG) funded event to discuss on-going and planned projects in the field of cross-cultural and comparative qualitative school research in England and Germany/Austria, organised by Dr. Bettina Fritzsche, German Institute for International Educational Research (DIPF), in the Research Library for the History of Education Berlin, May 2013

Invited research presentation, ‘Comparing and analysing teaching in Northern Europe’, University of Bristol Graduate School of Education Centre for Comparative and International Research in Education, January 2013

Awarded BERA Meeting of Minds Scholarship, April 2012