VRIKKI MARIA

MARIA VRIKKI

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Position

SPECIAL SCIENTIST

Entity

Department of Education

Building/ Office

Theophanides, 308

Address

11-13 Dramas str.

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Maria’s first degree is in ‘English and Linguistics’ (BA, Queen Mary University of London, 2005-2008). She holds an MSc degree in ‘Applied Linguistics and Second Language Acquisition’ (Department of Education, University of Oxford, 2008-2009). She completed her doctoral studies in Education (DPhil, University of Oxford, 2009-2013).

Maria has since worked as a Research Associate on various projects at the Faculty of Education, University of Cambridge (e.g. Teacher Learning and Lesson Study project, ESRC Classroom dialogue project, Digitalised Dialogues across the curriculum project, 2013-2017). In parallel, she taught on topics of teacher professional development, professional learning and language acquisition at the University of Cambridge, Birkbeck University of London and Anglia Ruskin University in the United Kingdom. Maria has also supervised a number of undergraduate and postgraduate research projects at these institutions.

Maria’s main research interests are in the area of educational dialogue both within the classroom context (including technology-mediated dialogue) and beyond, namely the role of professional dialogues in teacher collaborative learning (e.g. in Lesson Study contexts). Her current research project explores the impact of the quality of classroom talk on student achievement, using a comprehensive model of theoretical frameworks of effective teaching.

Articles in refereed journals:

Rapanta, C., Vrikki, M. & Evagorou, M (accepted). Preparing culturally literate students through dialogue and argumentation: Rethinking citizenship education. Curriculum Journal.

Vrikki, M., Warwick, P. & Rødnes, K. A.(accepted). Developing a frame for action with digital technology through extending teacher noticing. Teacher Development.

Cook, V., Major, L., Warwick, P. & Vrikki, M. (2020). Developing collaborative creativity through microblogging: a material-dialogic approach. Thinking Skills and Creativity, 37, 1-11.

Hennessy, S., Howe, C., Mercer, N. & Vrikki, M. (2020). Coding classroom dialogue: Methodological considerations for researchers. Learning, Culture and Social Interaction, 25, 1-19.

Warwick, P., Cook, V., Vrikki, M, Major, L & Rasmussen, I. (2020). Realizing ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms. Learning, Culture and Social Interaction, 24, 1-19.

Cook, V., Warwick, P., Vrikki, M., Major, L. & Wegerif, R. (2019). Developing material-dialogic space in geography learning and teaching: combining a dialogic pedagogy with the use of a microblogging tool. Thinking Skills and Creativity, 31, 217-231.

Howe, C., Hennessy, S., Mercer, N., Vrikki, M., & Wheatley, L. (2019). Teacher-student dialogue during classroom teaching: Does it really impact upon student outcomes? Journal of the Learning Sciences, 0, 1-51.

Vermunt, J., Vrikki, M., van Halem, N., Warwick, P. & Mercer, N. (2019). The impact of Lesson Study professional development on the quality of teacher learning. Teaching and Teacher Education, 81, 61-73.

Vrikki, M., Wheatley,L., Howe, C., Hennessy,S., & Mercer, N. (2018). Dialogic practices in primary school classrooms. Language & Education. DOI: 10.1080/09500782.2018.1509988

Warwick, P., Vrikki, M., Færøyvik Karlsen, A.M., Dudley, P.& Vermunt, J.D. (2018). The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups. Cambridge Journal of Education. DOI: 10.1080/0305764X.2018.1556606

Vrikki, M., Kershner, R., Calcagni, E., Hennessy, S., Lee, L., Hernandez, F., Estrada, N., & Ahmed, F (2018). The Teacher Scheme for Educational Dialogue Analysis (T-SEDA): Developing a research-based observation tool for supporting teacher inquiry into pupils’ participation in classroom dialogue. International Journal of Research & Method in Education.

Vrikki, M., Warwick, P., Vermunt, J.D., Mercer, N. & Van Halem, N. (2017). Teacher learning in the context of Lesson Study: A video-based analysis of teacher discussions. Teaching and Teacher Education, 61C, 211-224.

Warwick, P., Vrikki, M., Vermunt, J.D., Mercer, N. & Van Halem, N. (2016). Connecting observations of student and teacher learning: An examination of dialogic processes in Lesson Study discussions in mathematics. ZDM Mathematics Education, 48(4), 555-569.

Chapters in books:

Vrikki, M. (2019). Lesson Study approaches in teacher education. In Michael A. Peters (ed.), Encyclopedia of Teacher Education. Springer: Singapore.

Dudley, P. & Vrikki, M. (2019). Teachers’ collaborative dialogues in contexts of Lesson Study. In N. Mercer, R. Wegerif & L. Major (eds), The Routledge International Handbook of Research on Dialogue Education, pp. 217-226.

Dudley, P., Warwick, P., Vrikki, M., Vermunt, J. D., Mercer, N., Van Halem, N. & Færøyvik Karlsen, A.M. (2019). Implementing a new mathematics curriculum in the UK: Lesson Study as a driver for professional dialogue and teacher learning. In R. Huang, T. Akihiko, & J. P. da Pedro (eds), Theory and Practice of Lesson Study in Mathematics: An international perspective. Springer.

Vermunt, J.D., Vrikki, M., Warwick, P. & Mercer, N. (2017). Connecting teacher identity formation to patterns in teacher learning. In S.J. Clandinin & J. Husu (eds.), The SAGE Handbook of Research on Teacher Education, Chapter 8. SAGE Publications: London.

Vrikki, M. (2017). Investigating task repetition with feedback as a package for materials aiming towards L2 oral fluency development: The case of EFL classrooms in primary schools in Cyprus. In H. Masuhara, F. Mishan, & B. Tomlinson (Eds.), Practice and theory for materials development in L2 learning. Newcastle Upon Tyne: Cambridge Scholars Publishing.