Dr Judith Kleine Staarman
Senior Lecturer in Education and Director of Thinking Schools @Exeter


Research interests

  • Processes of teaching and learning
  • The role of language for teaching and learning
  • Dialogical approaches to teaching and learning
  • Speaking, listening and learning.
  • Language and literacy development.
  • Educational technology
  • Sociocultural theory
  • Teaching and learning in science education
  • Methods for analysing talk and joint activity
  • Qualitative approaches for classroom based research

Research projects

Metafora (2010-2013). European Union 7th Framework Programme for R&D (FP7). With Rupert Wegerif, Yang Yang and other (international) partners. This project aims to develop a computer environment in which students use a visual language to help them to learn to learn together in science and mathematics.

Interactive Whiteboards and Collaborative Pupil Learning in Primary Science (2007-2009). ESRC. With Paul Warwick, Neil Mercer and Ruth Kershner, all University of Cambridge. This project aims to study children‘s semi-authonomous use of interactive whiteboards in primary science lessons.

Dialogic Teaching in the Science Classroom (2004-2007) ESRC
 Coordinator: Neil Mercer (University of Cambridge), with Phil Scott (Leeds University) Project description: This project studied the incidence, nature and functions of teacher-student dialogue in science education in upper primary and lower secondary classrooms.

Interactive Whiteboards as Pedagogic Tools in Primary Schools (2005-2006) ESRC
 With Julia Gillen, Karen Littleton (Open University) and Neil Mercer (University of Cambridge)
 Researcher: Alison Twiner (OU)
This project studied the impact of interactive whiteboards on teaching in primary schools.

Thinking Together, Clapham Park Project (2005-2006) 
Clapham Park Project, London.
This interventional project introduced the Thinking Together approach in primary and secondary schools, as part of a community renewal and development programme in south London.

Interaction Processes and Collaborative Learning in Primary School CSCL practices (2000 - 2005) NWO,
 University of Nijmegen, The Netherlands. This project, which accumulated in a PhD thesis, studied collaborative processes and student interaction in a Computer Supported Collaborative Learning environment in a primary school in The Netherlands.

Research networks




Research grants

  • 2010 European Union
    METAFORA - Learning to learn together: A visual language for social orchestration of educational activities.
  • 2007 ESRC
    The project will investigate the use of IWBs as tools for primary children's group learning in science. A series of science activities will be agreed with the participating teachers, enabling children to consider options, plan activities and make joint decisions. The activities will exploit features of IWBs known, from our previous research, to offer distinctive support to pupils' learning. Twelve teachers will be involved, based in schools in Cambridgeshire. Data will consist of (a) video recordings of children's joint activity at the IWB; (b) interviews with children about their perceptions and use of IWB facilities in the context of collaborative work; (c) teacher assessments of the success of the activities in terms of children's motivation and learning outcomes. Analysis will focus on patterns of children's interaction during the activities. Of particular interest will be whether children's interaction at the IWB enables the expression and sharing of differing ideas on scientific topics and how the IWB is used to address such differences. In highlighting ways in which specific features of IWBs can be fully exploited and developed for children's science learning, the research outcomes will be important to IWB designers and software producers, as well as to teachers and research audiences.
  • 2006 British Council/ Netherlands Organisation for Scientific Res
    UK/NL Partnership in Science programme
  • 2004 ESRC
    Interactive Whiteboards as pedagogic tools in primary schools, ESRC: RES-000-22-1269


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