UoL

Dr Maria Vrikki

Dr Maria Vrikki

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About Dr Maria Vrikki

Assistant Professor in Education and Psychology
(Language Acquisition and Education)

 
EXPERTISE

Dr Vrikki’s research focuses the analysis of dialogues for identifying productive forms of dialogue and their association with learning. She has experience in coding teacher-student interactions and student-student interactions in the classroom context, across subjects and educational levels, with and without the support of digital technologies. She also has extensive experience in analyzing teacher professional dialogues in the context of Lesson Study, a collaborative and inquiry-based teacher professional development model.

SHORT BIO

Dr Maria Vrikki is an Assistant Professor in Education and Psychology (Language Acquisition and Education) at the University of Limassol. She holds a DPhil (PhD) degree in Education (Second Language Acquisition) and an MSc degree in Applied Linguistics and Second Language Acquisition from the University of Oxford. Since 2013, she has worked on numerous research projects at the University of Cambridge, the University of Cyprus and the University of Nicosia. Dr Vrikki has more than 30 publications in peer-reviewed journals and edited books (h index = 17). She has presented more than 30 papers at national and international conferences and has been the keynote speaker of the “WALS – World Association of Lesson Studies” conference in 2023. Dr Vrikki is an ad-hoc reviewer for multiple peer-reviewed journals. She is a collaborator of the “CEDiR: Cambridge Educational Dialogue Research” group at the University of Cambridge. She has extensive experience in teaching undergraduate and postgraduate students at institutions in the UK and Cyprus.

Personal Information

  • Name Dr Maria Vrikki
  • Address Nicosia Campus: 21 Glafkou Clerides Avenue, 2107 Aglantzia Nicosia, Cyprus
  • Email m.vrikki@uol.ac.cy
  • Phone +357 22266785

Publications

Journal articles

  1. Kager, K., Vrikki, M., Tan, S., Choy, B.H., & Suzuki, Y. (2026). Potentials and pitfalls of design-based research on lesson study: A systematic review. Teaching and Teacher Education, 176. https://doi.org/10.1016/j.tate.2026.105513
  2. Kyriakides, L., Vrikki, M., Psycharis, G., Vandervieren, E. & Barbier, K. (2026). Supporting teachers’ participation in Lesson Study with Facilitators or Advisors: investigating the impact on their students’ mathematical reasoning. Research Papers in Education. DOI: 10.1080/02671522.2026.2630348
  3. Karousiou, C., Evagorou, M. & Vrikki, M. (2026). Enhancing university students’ questioning techniques in dialogic and argumentative practices. Higher Education Quarterly, 80(1), https://doi.org/10.1111/hequ.70102
  4. Vrikki, M., Chatzianastasi, M., Kourea, L., Sotiriadou, A. & Rodosthenous-Balafa, M. (2025). Initial implementation of a cultural literacy learning programme for students with disabilities in inclusive classrooms. Pedagogy, Culture & Society, 34(3), 617-637. DOI: 10.1080/14681366.2025.2530448
  5. Karousiou, C., Vrikki, M. & Evagorou, M. (2025). Teachers’ perceptions on introducing sensitive and controversial issues in the classroom. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1481173
  6. Vrikki, M., Kyriakides, L. & Anastasou, M. (2025). Searching for the Impact of Teaching Quality and Dialogic Behaviour on Student Learning Outcomes. Journal for the Study of Education and Development, 48(1), 64-98. https://doi.org/10.1177/02103702241300059
  7. Chatzianastasi, M., Vrikki, M. & Rodosthenous-Balafa, M. (2025). Mapping the field of teachers’ views and practices towards the use of wordless picturebooks in primary schools. Teacher Development, 1-18. https://doi.org/10.1080/13664530.2025.2467090
  8. Vrikki, M., Kyriakides, L. & Dimosthenous, A. (2024). The potential of following-up international large-scale assessment studies: Using PISA 2018 to develop a comprehensive model of effective teaching. Educational Research and Evaluation, 29(5-6). https://doi.org/10.1080/13803611.2024.2344094
  9. Vrikki, M. & Papanastasiou, E. (2024). Research attitudes among pre-service teachers: Unexpected outcomes emerging from a natural experiment. Journal of Applied Research in Higher Education. https://doi.org/10.1108/JARHE-07-2023-0282
  10. Hadjipanteli, A. & Vrikki, M. (2023). Conceptualising teacher dialogic artistry: a nexus of pedagogical dispositions and language qualities. Frontiers in Education, 8. doi: 10.3389/feduc.2023.1205501
  11. Vermunt, J., Vrikki, M., Dudley, P. & Warwick, P. (2023). Relations between teacher learning patterns, personal and contextual factors, and learning outcomes in the context of Lesson Study. Teaching and Teacher Education, 10.1016/j.tate.2023.104295
  12. Evagorou, M., Vrikki, M. & Papanastasiou, E. (2023). Students’ and teachers’ voice on the outcomes of a citizenship education curriculum. Citizenship, Social and Economics Education, 22(2). https://doi.org/10.1177/14788047231193917
  13. Rapanta, C., Miralda-Balda, A., Garcia-Mila, M., Vrikki, M. Macagno, F. & Evagorou, M. (2023). Detecting the factors affecting classroom dialogue quality. Linguistics and Education, 77, https://doi.org/10.1016/j.linged.2023.101223
  14. Evagorou, M., Papanastasiou, E. & Vrikki, M. (2023). What Do We Really Know About Students’ Written Arguments? Evaluating Written Argumentation Skills as Scientific Literacy in the 21st Century. European Journal of Science and Mathematics Education, 11(4), 615-634. https://doi.org/10.30935/scimath/13284
  15. Vrikki, M. & Evagorou, M. (2023). An analysis of teacher questioning practices during dialogic lessons. International Journal of Educational Research, 117. https://doi.org/10.1016/j.ijer.2022.102107
  16. Karousiou, C., Vrikki, M. & Evagorou, M. (2022). Teachers’ positioning and sense of professionalism over the implementation of cultural literacy as a dialogic and argumentative practice. Professional Development in Education. DOI: 10.1080/19415257.2022.2095661
  17. Major, L., Smørdal, O., Warwick, P., Rasmussen, I., Cook, V. & Vrikki, M. (2022). Investigating digital technology’s role in supporting classroom dialogue: integrating ‘enacted affordance’ into analysis across a complex dataset. International Journal of Research & Method in Education, 46(1). https://doi.org/10.1080/1743727X.2022.2032632
  18. Rapanta, C., Gonçalves, C., Pereira, J.R., Cascalheira, D., Gil, B., Morais, R., Čermáková, A., Peck, J., Brummernhenrich, B., Jucks, R., Garcia-Milà, M., Banda, A.M., Luna, J., Vrikki, M., Evagorou, M. & Macagno, F. (2021). Multicultural classroom discourse dataset on teachers’ and students’ dialogic empathy. Data in Brief, 39.
  19. Vrikki, M., Warwick, P. & Rødnes, K. A. (2021). Developing a frame for action with digital technology through extending teacher noticing. Teacher Development, 25(4), 393-410. DOI: 10.1080/13664530.2021.1939769
  20. Rapanta, C., Vrikki, M. & Evagorou, M (2020). Preparing culturally literate students through dialogue and argumentation: Rethinking citizenship education. Curriculum Journal, 32(3), 475-494.
  21. 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.
  22. Hennessy, S., Howe, C., Mercer, N. & Vrikki, M. (2020). Coding classroom dialogue: Methodological considerations for researchers. Learning, Culture and Social Interaction, 25, 1-19.
  23. Warwick, P., Cook, V., Vrikki, M, Major, L & Rasmussen, I. (2020). Realising ‘dialogic intentions’ when working with a microblogging tool in secondary school classrooms. Learning, Culture and Social Interaction, 24, 1-19.
  24. 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.
  25. 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, 28(4-5), 462-512.
  26. 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.
  27. Vrikki, M., Wheatley, , Howe, C., Hennessy, S., & Mercer, N. (2019). Dialogic practices in primary school classrooms. Language & Education, 33(1), 85-100.
  28. Vrikki, M., Brindley, S., Abedin, M. & Riga, F. (2019). Exploring dialogic space: a case study of a religious education classroom. Language & Education, 33(5), 469-485.
  29. Warwick, P., Vrikki, M., Færøyvik Karlsen, A.M., Dudley, P. & Vermunt, J.D. (2019). The role of pupil voice as a trigger for teacher learning in Lesson Study professional groups. Cambridge Journal of Education, 49(4), 435-455.
  30. 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, 42(2), 185-203.
  31. 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, 61, 211-224.
  32. 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.

Edited book

33. Maine, F. & Vrikki, M. (Eds.) (2021). Dialogue for intercultural understanding: Placing Cultural Literacy at the heart of learning. Springer: Cham.

Book chapters

34. Maine, F. & Vrikki, M. (2021). An Introduction to Dialogue for Intercultural Understanding: Placing Cultural Literacy at the Heart of Learning. In F. Maine & Vrikki (eds), Dialogue for intercultural understanding: Placing Cultural Literacy at the heart of learning. Chapter 8. Springer. https://doi.org/10.1007/978-3-030-71778-0_10

35. Hoffman, R., Vrikki, M. & Evagorou, M. (2021). Engaging teachers in dialogic teaching as a way to promote cultural literacy learning: A reflection on teacher professional development. In F. Maine & Vrikki (eds), Dialogue for intercultural understanding: Placing Cultural Literacy at the heart of learning. Chapter 8. Springer. https://doi.org/10.1007/978-3-030-71778-0_10

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

37. 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, 217-226. Routledge.

38. 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.

39. 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.

40. 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.

Projects

  • LIFT project (2024-2027), University of Limassol: “Lesson Study In Future Teacher Education in Europe: Stimulating innovative learning and teaching practices among pre-service teachers”, Erasmus+ Key Action II. Total grant: €400,000
  • DIALLS project (2018-2021), University of Nicosia: “Dialogue and Argumentation for cultural literacy learning in Schools”, Horizon2020. Total budget: €4,373,308,75
  • PIVOT project (2023-2025), University of Nicosia: “Promoting Inclusive Instruction for Active Participation in Diverse Classrooms”, Erasmus+, Key Action II. Total grant: €250,000
  • ACT-Di-V project (2022-2024), University of Nicosia: “Active Citizenship Through Dialogue in Virtual teacher communities”, Erasmus+, Key Action II. Total grant: €250,000
  • LESSAM project (2020-2023), University of Cyprus: “Lesson Study as a vehicle for improving achievement in mathematics”, Foundation for the Management of European Lifelong Learning Programmes (Key Action II). Total grant: €369,867
  • SciLMi project (2023-2026), University of Nicosia: “Meta-Scientific Literacies in the (Mis-)Information Age)”, Erasmus+ Teacher Academy. Total grant: €1,499,713.67
  • LOUTEF project (2018-2020), University of Cyprus: “Learning Outcomes and Quality of Teaching: Searching of Short and Long Term Effects”, Research and Innovation Foundation.
  • “Digitalised Dialogues across the curriculum” (2017-2018), University of Cambridge: Funded by the Research Council of Norway.
  • “Classroom Dialogue: Does it really make a difference for student learning?” (2015- 2017), University of Cambridge: Funded by the Economic and Social Research Council
  • “Teacher Learning and Lesson Study in Mathematics” (2014-2016), University of Cambridge: Funded by the London Schools Excellence Fund.
  • CamTalk Project (2013- 2014), University of Cambridge: Funded by the Esmée Fairburn Foundation.

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