Annamari Ylonen joined EDU in January 2016 as a Senior Research Associate. She is currently researching the area of Widening Partipation in higher education. Prior to this Annamari was part of the HEFCE funded research and development project ‘Piloting Measures of Learning Gain at the University of East Anglia’ working together with colleagues across different faculties at the UEA.

Before taking up her role at the UEA, Annamari was the lead evaluation officer of a large-scale Lesson Study mathematics project at the London Borough of Camden. She has previously worked as Research Associate at the Faculty of Education, University of Cambridge, where she also was a visiting researcher, and as a Research Fellow at the Universities of Exeter and Greenwich.

Annamari has been involved in Lesson Study evaluation and research in the UK and abroad since 2009. Her research interests, and areas of publication, include social justice as applied to education policy and practice, inclusion, market-oriented education reforms in Finland and globally, Lesson Study and teacher professional development.  

Academic Background



Ylonen, A. (2009) Specialisation within the Finnish comprehensive school system: reasons and outcomes for equity and equality of opportunity (Saarbrucken, Germany: VDM Verlag Dr. Muller)

Book chapters:

Norwich, B., Dudley, P. and Ylonen, A. (2016) The contribution of Lesson Study to teaching and assessing pupils with learning difficulties: recent UK developments, in Goei, S.L. (Ed.) Lesson Study for Inclusive Teaching (London: Taylor & Francis) (forthcoming)

Ylonen, A. and Norwich, B. (2014) Lessons from evaluations of Lesson Study, in Norwich, B. and Jones, J (Eds.) Lesson Study: making a difference to teaching pupils with learning difficulties (London: Bloomsbury Publishing) 

Ylonen, A. and Norwich, B. (2014) Lesson Study as a means to help teachers of pupils with specific needs or difficulties to identify and overcome barriers to learning, in Dudley, P. (Ed.) Lesson Study: Professional Learning for our time (London: Routledge)

Journal articles:

Ylonen, A., Gillespie, H. and Green, A. (2018) Disciplinary differences in assessment cultures in Higher Education: exploring variability and inconsistencies, in Assessment and Evaluation in Higher Education (published online at )

Arico, F., Gillespie, H., Lancaster, S.; Ward, N. and Ylonen, A. (2017) Lessons in Learning Gain: insights from a pilot project, in Higher Education Pedagogies, Special Issue on Learning Gain (submitted)

Norwich, B. and Ylonen, A. (2015) A design-based trial of Lesson Study for assessment purposes: evaluating a new classroom based dynamic assessment approach, in European Journal of Special Needs Education 30 (2): 253-273

Norwich, B. and Ylonen, A. (2015) Lesson Study practices in the development of secondary teaching of students with moderate learning difficulties: a systematic qualitative analysis in relation to context and outcomes, in British Educational Research Journal 41 (4): 629-649

Norwich, B., Ylonen, A. and Gwernan-Jones, R. (2014)  Moderate Learning Difficulties – Searching for Clarity and Understanding, in Research Papers in Education 29 (1): 1-19

Norwich, B., Dudley, P. and Ylonen, A. (2014) Using Lesson Study to assess pupils’ learning difficulties, in International Journal of Lesson and Learning Studies 3 (2): 192-207

Ylonen, A. and Norwich, B. (2013) Professional learning of teachers through a Lesson Study process in England: contexts, mechanisms and outcomes, in International Journal of Lesson and Learning Studies 2 (2): 137-154

Norwich, B. and Ylonen, A. (2013) Design-based research to develop the teaching of pupils with moderate learning difficulties (MLD): evaluating Lesson Study in terms of pupil, teacher and school outcomes, in Teaching and Teacher Education 34: 162-173

Ylonen, A. (2012) Student ambassador experience in higher education: skills and competencies for the future?, in British Educational Research Journal 38 (5): 801-811

Ylonen, A. and Norwich, B. (2012) Raising levels of achievement through Lesson Study for pupils with Moderate Learning Difficulties: teachers’ concepts, attitudes and reported pedagogic strategies, in European Journal of Special Needs Education 27 (3): 301-317

West, A. And Ylonen, A. (2012) Choix, autonomie et financement: L’Angleterre et la Finlande dans une approche comparative, in Des Coulisses des évaluations internationals à leur influence 7: 103-122

West, A. and Ylonen, A. (2011) School Reforms in England in Finland, in DICE Report, Journal for Institutional Comparisons 9 (4): 50-53

Ylonen, A. (2010) Student ambassadors in higher education – an uneasy association between autonomy and accountability, in Journal of Further and Higher Education 34 (1): 95-102

West, A. and Ylonen, A. (2010) Market-oriented school reform in England and Finland: school choice, finance and governance, in Educational Studies 36 (1): 1-12

Ylonen, A. (2009) The reinvention of the comprehensive school system in Finland – how do market-oriented reforms impact upon equity and equality of opportunity?, in Forum 51 (1): 9-24