Dr Manzoorul Abedin
Dr Manzoorul Abedin has a strong background in supporting teacher professional development and research-informed practice. He has mentored and supervised several teacher/practitioner research projects, facilitated pedagogic innovation workshops, managed teacher leadership networks and pedagogic resources. Manzoor has a HEA Teaching Fellowship and PG Cert in Higher Education (Cambridge) and has worked across universities, British and abroad, to develop institutional research infrastructure, self-evaluation framework and feedback models on teaching and learner-centric curricula.
Since his doctoral work at University of Cambridge (2014), Manzoor has worked in several national and international funded projects and his main research interests are in sociological variables in education, classroom dialogue, epistemic insight, quality education and knowledge mobilisation.
Manzoor has published a book recently from Routledge and his key research papers are published in high-impact journals such as British Educational Research Journal, Language and Education and Cambridge Journal of Education.
Teaching
I have been teaching university undergraduate and postgraduate modules in the UK since 2014. My teaching specialism includes, but not limited to,
- sociological variables (gender, race, class, ethnicity) and academic outcomes;
- children's interdisciplinary thinking, epistemic insight, dialogic practices, and pedagogic boundaries;
- school leadership development and impact across various global settings;
- critical and reflective practice in teaching and teacher education;
- international education, in particular school leadership, quality education, equity, and ICT in classroom.
I teach research methods - theories and practice, and take a keen interest in modelling methodologies that are informed by both western and eastern paradigms.
-
Qualifications
- PhD in Education Policy Sociology (University of Cambridge)
- MPhil in Educational Leadership and School Improvement (University of Cambridge)
- PG Cert. in Teaching and Learning in Higher Education (University of Cambridge)
-
Awards
Cambridge Commonwealth Trust scholarship (PhD)Smuts Memorial Trust fund, for fieldwork (PhD)Duckworth Studentship: Churchill College Cambridge (PhD)Newton Trust Grant (2014-15, PI - Dr Sue Brindley)Templeton Grant - TWCF (2015-present, PI - Dr Berry Billingsley) -
Memberships
BERA (British Educational Research Association)EERA (European Educational Research Association)BAAL (British Association of Applied Linguistics)BAICE (British Association of International and Comparative Education)BSA (British Sociological Association)ICSEI (International Congress for School Effectiveness and Improvement)Advance HE fellowship (Higher Education Academy UK)Cambridge Philosophical Society Fellowship
-
Research and publications
Books (including book chapters)
Billingsley, B., Abedin, M. and Chappell, K. (Eds). (2018). 'A Teacher’s Guide to Science and Religion in the Classroom'. London: Routledge. ISBN: 9781138211827
Billingsley, B., Abedin, M., Chappell, K. & Hatcher, C. (2019). Developing a cross-curricular session about evolution for ITE: Findings from a small-scale study with pre-service primary school teachers. In Ute Harms & Michael J Reiss (Eds.), 'Evolution Education Re-considered: Understanding what works' (pp. 41-58). London: Springer. ISBN: 9783030146979
Journal Articles (most cited and most recent)
Howe, C. and Abedin, M. (2014). 'Classroom dialogue: A systematic review across four decades of research'. Cambridge Journal of Education, 43(2), 23-41. DOI: 10.1080/0305764X.2013.786024
Billingsley, B., Abedin, M. & Nassaji, M. (2020). 'Primary children’s perspectives on questions that bridge science and religion: findings from a survey study in England'. British Educational Research Journal, 46(1), 177-204. DOI: 10.1002/berj.3574
Billingsley, B., Simpson, S. and Abedin, M. (2020). 'Why Did the Titanic Sink?' - Bridging Two Disciplines to Teach Epistemic Insight with Lower Secondary School Students. School Science Review, 101 (376), 25-29.
Vrikki, M., Brindley, S., Abedin, M. & Riga, F. (2019). 'Exploring dialogic space: A Case Study of a Religious Education Classroom'. Language & Education, 33 (3), 469-485. DOI: 10.1080/09500782.2019.1604741
Billingsley, B., Nassaji, M. and Abedin, M. (2017). 'Entrenched compartmentalisation and students’ abilities and levels of interest in science'. School Science Review, 99, 26-31.
-
Conferences
September 2021 – BERA Annual Conference. 'Socially-responsible university in times of crisis - comparative case studies’, Online, London, UK.
January 2020 - ICSEI (International Congress for School Effectiveness and Improvement) Conference. 'Opportunities, Best Practices and Key Challenges in School Leadership Development in Morocco: A Case Study on Program for Training the Cadre of Educational Administration at Teacher and Administrator Training Institute in Casablanca', Marrakech, Morocco.
November 2019 – WISE (World Innovation Summit for Education) Conference. 'School leadership development in Kenya – A case study perspective from the non-governmental provision', Doha, Qatar.
September 2018 – BERA Annual Conference. 'Primary school children's reasoning about the nature of science in a multi-disciplinary arena: findings from qualitative survey data', Northumbria University, Newcastle, UK.
September 2018 – BAAL Conference. 'Power, politics and priorities in adopting English as a medium of instruction: example of a developing country where English is a second/foreign language', York St John University, UK.
July 2018 - Advance HE Teaching and Learning Conference. 'Effects of feedback to enhance student learning: A case study on Education undergraduates', Aston University, Birmingham, UK.
-
Research degree supervision
PhD
Hengama Karimi – final year - Discerning the relationship between educational leadership and school improvement in London.
Hitomi Imamura - Title: Inequality in education: an examination of the relationship between child poverty and educational attainment in single mother households in Japan and the UK.
EdD - Professional Doctorate in Education
Matthew Akinnayajo - KS2 teachers’ perceptions and experiences of manipulatives in mathematics classroom
Rula Alousi - The Destruction of Education: The effects of invasion, war, terrorism and conflict on education & social policies in developing countries
Anita Agarwal - Science Pedagogy across the UK Primary curriculum and children's curiosity
Suha Kuttar - Remote learning and its impact on student engagement, assessment and feedback
