Professor Robin Alexander MA MEd PhD LittD FBA

Emeritus Fellow

  • Professor of Education Emeritus, University of Warwick
  • Chair, The Cambridge Primary Review Trust

Robin Alexander has been a Fellow of Wolfson since 2004 and Emeritus Professor of Education at Warwick since 2001. He was a University Director of Research in the Faculty of Education from 2006-2010.

He was Professor of Education at Leeds University from 1990-1995 and at Warwick University from 1995-2001, has held visiting chairs in Australia, Hong Kong and Singapore, has honorary doctorates from two universities and is past President of the British Association of International and Comparative Education. He was elected FBA in 2011.

A graduate of Downing (MA, PhD, LittD), and with professional qualifications from Durham, London and Manchester, Robin Alexander has taught in schools, colleges and universities, has served on government advisory bodies and national enquiries in the UK, and has undertaken research, evaluation and consultancy in many other countries. His writing on education covers policy, pedagogy, curriculum, international comparative and cultural studies, primary education and teacher education. His Culture and Pedagogy (2001) won the Outstanding Book Award of the American Educational Research Association, and he has twice won First Prize in the Society for Educational Studies Book Awards.

Since 2006, Robin Alexander has directed the independently-funded Cambridge Primary Review, the biggest enquiry into English primary education since the 1960s. After 31 interim reports, the Review published its final report, Children, their World, their Education, in October 2009, attracting considerable media, political, public and international interest. It then moved into dissemination and networking mode and in 2013, with renewed sponsorship and under Robin Alexander’s chairmanship, it was succeeded by the Cambridge Primary Review Trust, a not-for-profit company committed to building on the Review’s findings in pursuit of a generous vision of primary education realised through the highest possible standards of teaching and learning for all children.

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