Peter Kelly
Profiles

Peter Kelly

Associate Professor (Reader) in Comparative Education

Plymouth Institute of Education (Faculty of Arts and Humanities)

Role

EdD Module Lead (Researching Education Practice) & Tutor
PhD and EdD Director of Studies & Supervisor 
MA (Education) 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

- Social policy, social theory & approaches to social research
- Politics of education, education policy & comparative education 

I lead a module on Researching Education Practice in 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.

Research interests

- Comparative education; European social policy and comparative pedagogy
- Mathematics education; primary education; secondary education
- Student underachievement and the reproduction of social inequality
- Teacher learning and professional development

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

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

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

LeGassick, Peter (Supervisor, EdD, awarded March 2016) Theemployment of ex-military as teachers: The military, masculinity and moralregulation

Krantz, Göran (Directorof Studies, PhD, awarded December 2014) Education in dance as self-education: Ahermeneutic phenomenological study using arts-based research methods exploringstudent’s experience of dance in Sweden and why they find dance of importancefor themselves and in their life

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


Kelly, P. (2018) Standardised assessment and the shaping of neoliberal student subjectivities, in: Bjørn Hamre, Anne Morin & Christian Ydesen (Eds) Testing and inclusive schooling: International challenges and opportunities, London, Routledge, 66-78

Kelly, P. and Kotthoff, H.-G. (2017) PISA, national and regional education policy and their effect on Mathematics teaching in England and Germany, Research in Comparative & International Education, doi: 10.1177/1745499917724286 [Published online 23rd August 2017]

Kelly, P., Egedal Andreasen, K., Kousholt, K., McNess, E. and Ydesen, C. (2017) Education governance and standardised tests in Denmark and England, Journal of Education Policy, doi: 10.1080/02680939.2017.1360518 [Published online 18th August 2017]

Kelly, P. (2017) Promoting inclusive European education policy research: creating a third space, in: Yaliz Akbaba & Bob Jeffrey (Eds) The implications of ‘new populism’ for education, Stroud, E&E Publishing, 87-98

Kelly, P. & Kotthoff, H.-G. (2016) Comparing episodes of mathematics teaching for higher achievers in England and Germany, Research in Comparative & International Education, 11(4), 394-405

Pratt, N. & Kelly, P. (2016) The cultural construction of subject discipline knowledge: comparing ‘abstraction’ in two international contexts, Research in Comparative & International Education, 11(4), 434-448

Kelly, P. (2016) Autorité,responsabilité, pédagogie et évaluation dans les établissements scolaires anglais [Authority, accountability, pedagogy and assessment in English schools], The Revue Internationale d’Education de Sevres, (72), September 2016

Kelly, P. (2016) Constructing the insider and outsider in comparative research, in Michael Crossley, Lore Arthur and Elizabeth McNess(Eds) Revisiting Insider-Outsider Research in Comparative and International Education, Bristol, Symposium Books, 57-74

Andreasen, K., Kelly, P., Kousholt, K., McNess, E. and Ydesen C. (2015) Standardised testing in compulsory schooling in England and Denmark: A comparative study and analysis,Bildung und Erziehung, 68(3), 329-348

Kelly, P. & Dorf, H. (2015) Snapshots of teaching in Denmark and England, Education 3-13, DOI: 10.1080/03004279.2015.1009146[Published online 9th February 2015]

Pratt, N., Tedder, M., Boyask, R., & Kelly, P. (2015) Pedagogic relations and professional change: a sociocultural analysis of students' learning in a professional doctorate, Studies in Higher Education, 40(1), 43-59

Kelly, P., Dorf, H., Pratt, N., & Hohmann, U. (2014) Comparing teacher roles in Denmark and England, Compare, 44(4), 566-586

Kelly, P. (2014) Intercultural comparative research: rethinking insider and outsider perspectives, Oxford Review of Education,40(2), 1-20

Kelly, P. (2014) Education transforms lives: thoughts on purpose, NORRAG News 50, 44-45

Kelly, P. (2014) Organising your classroom for learning,in Teresa Cremin and James Arthur (Eds) Learning to Teach in the Primary School(Third Edition), London, Routledge, 169-180

Dorf, H., Kelly, P., Hohmann, U. & Pratt, N. (2013) Teaching quality in a political and social setting: goals, discourses,constraints and affordances: Implications for a teacher education reform,Journal of the International Society of Teacher Education, 17(2), 6-20

Kelly, P., Pratt, N., Dorf, H. & Hohmann, U. (2013) Comparing pedagogy in mathematics in Denmark and England, European Education Research Journal, 12(4), 553-567

Kelly, P. (2013) Comparative pedagogy: making sense of cultural complexity, Research in Comparative & International Education,8(4), 415-427

Kelly, P., Hohmann, U., Pratt, N., & Dorf, H. (2013) Teachers as mediators: an exploration of situated English teaching, British Education Research Journal, 39(4), 609-634

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

Kelly, P. (2011) Unconsidered activity, craft expertise and reflective practice in teaching, Reflective Practice, 12(4), 557-568

Kelly, P. (2010) Organising your classroom for learning,in James Arthur, Teresa Grainger & David Wray (Eds) Learning to Teach in the Primary School (Second Edition), London, Routledge, 118-128

Gale, K., Wheeler, S. & Kelly, P. (2008) 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), 297-307

Kelly, P. (2007) The joy of enhancing children’s learning, in Hayes, Denis, (Ed) Joyful Teaching and Learning in the Primary School, Exeter, Learning Matters, 10-16

Kelly, P. (2007) The joy of involving pupils in their own assessment, in Hayes, Denis, (Ed) Joyful Teaching and Learning in the Primary School, Exeter, Learning Matters, 130-135

Kelly, P., Gale, K. & Wheeler, S. (2007) Taking a stance: promoting deliberate action through online Postgraduate Professional Development, Technology, Pedagogy and Education, 16(1), 153-176

Pratt, N. & Kelly, P. (2007) Mapping mathematical communities: classrooms, research communities and masterclasses, For the Learning of Mathematics, 27(2), 34-39

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

Kelly, P. (2006) What is teacher learning? A sociocultural perspective, Oxford Review of Education, 32 (4), 505-519

Kelly, P. (2006) Organising your classroom for learning,in James Arthur, Teresa Grainger & David Wray (Eds) Learning to Teach in the Primary School, London, Routledge, 136-146

Wheeler, S., Kelly, P. & Gale, K. (2005) The influence of online problem-based learning on teachers’ professional practice and identity, ALT-J, Research in Learning Technology 13 (2), 125–137

Kelly, P. (2005) Using thinking skills in the primary classroom, London, SAGE

Kelly, P. (2004) Children’s experiences of mathematics,in Olwen McNamara & Richard Barwell (Eds) Research in Mathematics Education Volume 6, London, BSRLM, 37-57

 

Recent Conference Papers

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 & von 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: SW England and Nordrhein Westphalen, Germany, Paper presented to the British Association for Comparative and International Research Conference, University of Nottingham, September 2016

Kelly, Peter & Kotthoff, Hans-Georg (2016) Comparing the relationship of national policy to PISA and theeffect on teaching Mathematics in England and Germany, Paper presented to the27th 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 tothe 26th Comparative Education Society in Europe Conference, Pädagogische Hochschule Freiburg, June 2014

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

Tedder, Michael, Pratt, Nick, Kelly, Peter & 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 & Pratt,Nick (2012) Making Policy in the Classroom: Teachers’ discretion, Paper presented to the European Conference on Educational Research, Universidad deCádiz, September 2012

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

Kelly, Peter, Dorf, Hans, Kotthoff, Hans-Georg, Hohmann,Ulrike & 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, May2012

Kelly, Peter, Pratt, Nick, Hohmann, Ulrike & 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 & 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 & 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 & 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 & 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 & 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 & 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 & 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 & 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 & 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

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