Staff profile

Dimitra is an associate professor at the School of Education. She teaches undergraduate and postgraduate modules on the Arts in Education. She has been principal investigator or co-investigator in a number of research projects such as a systematic synthesis of the evidence on the cognitive and non-cognitive outcomes of arts education for school-aged children and a recent piece of research funded by the Nuffield Foundation about improving the primary-secondary transition in music education at the North East of England. She is one of the authors of the Sutton Trust-EEF Teaching and Learning Toolkit and is currently the lead process evaluation researcher for the Calderdale writing intervention funded by the Education Endowment Foundation.

Completed Supervisions

Musical Progression in the English Primary School: what is it, what does it look like and how do teachers realise it?

A phenomenographic approach to understanding Taiwanese music teachers’ experiences of creativity in the classroom.

Teachers' experiences of working with children with life-limiting conditions in special schools

Exploring the Special-grade Teachers’ Professional
Development at Chinese Schools.

Developing International Mindedness through the Arts in the International Baccalaureate (IB) Diploma Programme (DP): An International Survey Design Conducted across all Continents.

Primary teachers’ conceptions and approaches to using visual arts in writing in Saudi Arabia. 

Information for prospective doctoral research student supervisions

Dimitra would welcome applications from prospective doctorate students on teacher education and identity, music education, creativity in education and pupil engagement.

• Creativity
• Music Education
• Teacher Education
• Pupil Engagement

• 2017: Keynote Speaker: Invited to give two keynote speeches and share the findings of her research at music network meetings with primary and secondary music teachers ran by Durham Music Services (January 2017) and by the Bradford Music Education Hub (February 2017).
• 2016: Examiner: Examiner for a PhD thesis at the University of Aberystwyth. Thesis title: "The implementation of restorative approaches in education: an exploration of two case-studies".
• 2014: Examiner: For doctoral thesis at the Institute of Education in London.
• 2013: Inspiration for Government award: Dr. Kokotsaki received the Inspiration for Government award (awarded by the Institute for Government) for her work on the Sutton Trust - EEF Toolkit.
• 2000: Fellow: Royal Society of Arts

Book review

• Review of Musical Creativities in Practice
  
  Kokotsaki, D. (2013). Review of Musical Creativities in Practice. Thinking Skills and Creativity, 10, 1-2.

Chapter in book

• Engagement and creativity in music education
  
  Kokotsaki, D. (2016). Engagement and creativity in music education. In P. Kostagiolas, K. Martzoukou, & C. Lavranos (Eds) (Eds.), Trends in Music Information Seeking, Behaviour, and Retrieval for Creativity. IGI Global.
• Motor Skill Acquisition
  
  Kokotsaki, D., & Katsipataki, M. (2014). Motor Skill Acquisition. In W. Thompson (Ed.), Music in the Social and Behavioral Sciences: An Encyclopedia. (pp. 713-714). Sage Publications.
• Creativity in Art and Music.
  
  Newton, D., Donkin, H., Kokotsaki, D., & Newton, L. (2012). Creativity in Art and Music. In L. Newton (Ed.), Creativity for a New Curriculum: 5-11. (pp. 62-79). Routledge.

Journal Article

• Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice
  
  Nguyen, D., See, B. H., Brown, C., & Kokotsaki, D. (2024). Leadership for teacher retention: exploring the evidence base on why and how to support teacher autonomy, development, and voice. Oxford Review of Education, 1-21. https://doi.org/10.1080/03054985.2024.2432635
• Enjoyment of music and GCSE uptake: Survey findings from three North East schools in England
  
  Whitford, H., & Kokotsaki, D. (2024). Enjoyment of music and GCSE uptake: Survey findings from three North East schools in England. British Journal of Music Education, 41(2), 132-144. https://doi.org/10.1017/S0265051723000438
• Students’ attitudes to school music and perceived barriers to GCSE music uptake: a phenomenographic approach
  
  Kokotsaki, D., & Whitford, H. (2024). Students’ attitudes to school music and perceived barriers to GCSE music uptake: a phenomenographic approach. British Journal of Music Education, 41, 31-50. https://doi.org/10.1017/S0265051723000426
• The Benefits of Music Workshop Participation for Pupils’ Wellbeing and Social Capital: The In2 Music Project Evaluation
  
  Ward, S., James, S., James, K., Brown, C., Kokotsaki, D., & Wigham, J. (2023). The Benefits of Music Workshop Participation for Pupils’ Wellbeing and Social Capital: The In2 Music Project Evaluation. Arts Education Policy Review, 124(1), 37-47. https://doi.org/10.1080/10632913.2021.1903640
• An exploration of doctoral students’ resilience and coping strategies using Grounded Theory as the analytic lens
  
  Kokotsaki, D. (2023). An exploration of doctoral students’ resilience and coping strategies using Grounded Theory as the analytic lens. International Journal of Doctoral Studies, 18, 173-198. https://doi.org/10.28945/5137
• Pupils' views about their learning in writing: a qualitative study of a primary school in the North East of England
  
  Kokotsaki, D. (2022). Pupils’ views about their learning in writing: a qualitative study of a primary school in the North East of England. Education 3-13, 50(2), 252-266. https://doi.org/10.1080/03004279.2020.1849342
• Music Achievements of Being an English Chorister
  
  Dong, L., & Kokotsaki, D. (2021). Music Achievements of Being an English Chorister. British Journal of Music Education, 38(3), 249-263. https://doi.org/10.1017/s026505172100019x
• A phenomenographic approach to understanding some Taiwanese music teachers' experiences of creativity in the classroom
  
  Wiles, M. A., & Kokotsaki, D. (2021). A phenomenographic approach to understanding some Taiwanese music teachers’ experiences of creativity in the classroom. Musicae Scientiae, 25(1), 111-139. https://doi.org/10.1177/1029864919852137
• Teacher recruitment and retention: A critical review of international evidence of most promising interventions
  
  See, B., Morris, R., Gorard, S., Kokotsaki, D., & Abdi, S. (2020). Teacher recruitment and retention: A critical review of international evidence of most promising interventions. Education Sciences, 10(10), Article 262. https://doi.org/10.3390/educsci10100262
• Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China
  
  Wang, L., & Kokotsaki, D. (2018). Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China. Thinking Skills and Creativity, 29, 115-130. https://doi.org/10.1016/j.tsc.2018.06.002
• How can the understanding of analysis of sonata form movements be deepened by the use of graphic representation?
  
  Ferrari, D., Kokotsaki, D., Newton, D., & Newton, L. (2017). How can the understanding of analysis of sonata form movements be deepened by the use of graphic representation?. Journal of Music and Meaning JMM., 14, 1-20.
• Pupils' perceptions of attainment in music at the start of secondary school in England: a descriptive analysis
  
  Kokotsaki, D. (2017). Pupils’ perceptions of attainment in music at the start of secondary school in England: a descriptive analysis. Journal of Education and Training Studies, 5(5), 120-130. https://doi.org/10.11114/jets.v5i5.2353
• Pupil voice and attitudes to music during the transition to secondary school
  
  Kokotsaki, D. (2017). Pupil voice and attitudes to music during the transition to secondary school. British Journal of Music Education, 34(1), 5-39. https://doi.org/10.1017/s0265051716000279
• Project-based learning: a review of the literature
  
  Kokotsaki, D., Menzies, V., & Wiggins, A. (2016). Project-based learning: a review of the literature. Improving Schools, 19(3), 267-277. https://doi.org/10.1177/1365480216659733
• Impact of arts education on children’s learning and wider outcomes
  
  See, B., & Kokotsaki, D. (2016). Impact of arts education on children’s learning and wider outcomes. Review of Education, 4(3), 234-262. https://doi.org/10.1002/rev3.3070
• Context and Implications Document for: Impact of arts education on children's learning and wider outcomes
  
  See, B., & Kokotsaki, D. (2016). Context and Implications Document for: Impact of arts education on children’s learning and wider outcomes. Review of Education, 4(3), 263-265. https://doi.org/10.1002/rev3.3074
• Pupils' attitudes to school and music at the start of secondary school
  
  Kokotsaki, D. (2016). Pupils’ attitudes to school and music at the start of secondary school. Educational Studies., 42(2), 201-220. https://doi.org/10.1080/03055698.2016.1160822
• Recognizing creativity in the music classroom
  
  Kokotsaki, D., & Newton, D. (2015). Recognizing creativity in the music classroom. International Journal of Music Education, 33(4), 491-508. https://doi.org/10.1177/0255761415607081
• Capturing change: a review of the implementation of Restorative Approaches and its outcomes within a local authority in North East England
  
  Kokotsaki, D., White, C., & Hopkins, B. (2014). Capturing change: a review of the implementation of Restorative Approaches and its outcomes within a local authority in North East England. Online Educational Research Journal, 5(5), Article 151.
• Pupil attitudes to music during the transition to secondary school
  
  Kokotsaki, D. (2014). Pupil attitudes to music during the transition to secondary school. Music Mark Magazine. Advance online publication.
• Pre-service student-teachers' conceptions of creativity in the primary music classroom.
  
  Kokotsaki, D. (2012). Pre-service student-teachers’ conceptions of creativity in the primary music classroom. Research Studies in Music Education, 34(2), 129-156. https://doi.org/10.1177/1321103x12466770
• Student-Teachers' conceptions of creativity in the Secondary Music Classroom
  
  Kokotsaki, D. (2011). Student-Teachers’ conceptions of creativity in the Secondary Music Classroom. Thinking Skills and Creativity, 6(2), 100-113. https://doi.org/10.1016/j.tsc.2011.04.001
• The perceived benefits of participative music making for non-music university students: A comparison with music students.
  
  Kokotsaki, D., & Hallam, S. (2011). The perceived benefits of participative music making for non-music university students: A comparison with music students. Music Education Research, 13(2), 149-172. https://doi.org/10.1080/14613808.2011.577768
• Musical involvement outside School: How important is it for trainee teachers in secondary education?
  
  Kokotsaki, D. (2010). Musical involvement outside School: How important is it for trainee teachers in secondary education?. British Journal of Music Education, 27(2), 151-170. https://doi.org/10.1017/s0265051710000069
• Trainee primary school teachers' perceptions of their effectiveness in teaching music
  
  Hallam, S., Burnard, P., Robertson, A., Saleh, C., Davies, V., Rogers, L., & Kokotsaki, D. (2009). Trainee primary school teachers’ perceptions of their effectiveness in teaching music. Music Education Research, 11(2), 221-240. https://doi.org/10.1080/14613800902924508
• Understanding the ensemble pianist: A theoretical framework
  
  Kokotsaki, D. (2007). Understanding the ensemble pianist: A theoretical framework. Psychology of Music, 35(4), 641-668. https://doi.org/10.1177/0305735607077835
• Higher Education Music Students' Perceptions of the Benefits of Participative Music Making
  
  Kokotsaki, D., & Hallam, S. (2007). Higher Education Music Students’ Perceptions of the Benefits of Participative Music Making. Music Education Research, 9(1), 93-109. https://doi.org/10.1080/14613800601127577
• Attaining a high quality in musical ensemble performance: the pianist's perspective
  
  Kokotsaki, D. (2005). Attaining a high quality in musical ensemble performance: the pianist’s perspective. Piano Professional, 7, 29-32.
• Investigating Musical Performance Anxiety among Music College Singing Students: a quantitative analysis
  
  Kokotsaki, D., & Davidson, J. (2003). Investigating Musical Performance Anxiety among Music College Singing Students: a quantitative analysis. Music Education Research, 5(1), 45-59. https://doi.org/10.1080/14613800307103
• Investigating the Assessment of Singers in a Music College Setting: The Students' Perspective
  
  Coimbra, D., Davidson, J., & Kokotsaki, D. (2001). Investigating the Assessment of Singers in a Music College Setting: The Students’ Perspective. Research Studies in Music Education, 16(1), 15-32. https://doi.org/10.1177/1321103x010160010301

Report

• Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention
  
  Nguyen, D., See, B. H., Brown, C., & Kokotsaki, D. (2023). Reviewing the evidence base on school leadership, culture, climate and structure for teacher retention. Education Edowment Foundation.
• Calderdale Excellence Partnership: IPEELL. Evaluation and Executive Summary
  
  Torgerson, C., Torgerson, D., Ainsworth, H., Hewitt, C., Kasim, A., Kokotsaki, D., Bell, K., Elliott, L., & Gascoine, L. (2018). Calderdale Excellence Partnership: IPEELL. Evaluation and Executive Summary.
• Project Based Learning: Evaluation report and executive summary
  
  Menzies, V., Hewitt, C., Kokotsaki, D., Collyer, C., & Wiggins, A. (2016). Project Based Learning: Evaluation report and executive summary.
• Hallé SHINE on Manchester: Evaluation report and executive summary
  
  Menzies, V., Kasim, A., Kokotsaki, D., Hewitt, C., Akhter, N., Collyer, C., Younger, K., Wiggins, A., & Torgerson, C. (2016). Hallé SHINE on Manchester: Evaluation report and executive summary. Education Endowment Foundation.
• Improving the primary-secondary transition in music education
  
  Kokotsaki, D. (2015). Improving the primary-secondary transition in music education. Nuffield Foundation.
• Impact of arts education on the cognitive and non-cognitive outcomes of school-aged children. A review of evidence
  
  See, B., & Kokotsaki, D. (2015). Impact of arts education on the cognitive and non-cognitive outcomes of school-aged children. A review of evidence.
• Systematic review of the impact of arts education on the cognitive and non-cognitive outcomes of school-aged children.
  
  See, B., & Kokotsaki, D. (2015). Systematic review of the impact of arts education on the cognitive and non-cognitive outcomes of school-aged children.
• SHINE in Secondaries: Evaluation report and Executive summary
  
  Menzies, V., Collyer, C., Kokotsaki, D., Hewitt, C., Younger, K., Wiggins, A., & Torgerson, C. (2015). SHINE in Secondaries: Evaluation report and Executive summary.
• The Sutton Trust - Education Endowment Foundation Teaching and Learning Toolkit
  
  Higgins, S., Katsipataki, M., Kokotsaki, D., Coleman, R., Major, L., & Coe, R. (2013). The Sutton Trust - Education Endowment Foundation Teaching and Learning Toolkit.
• City GATES evaluation Phase 1: Existing data analysis.
  
  Wiggins, A., Barmby, P., Kokotsaki, D., Lyth, A., & Torgerson, C. (2009). City GATES evaluation Phase 1: Existing data analysis.
• Research and Evaluation of the Behaviour Improvement Programme.
  
  Hallam, S., Castle, F., Rogers, L., Crech, A., Rhamie, J., & Kokotsaki, D. (2005). Research and Evaluation of the Behaviour Improvement Programme.
• The Performance of Newcastle Schools: Report 5 for the Commission.
  
  Tymms, P., Albone, S., Barmby, P., Kokotsaki, D., Merrell, C., & Searle, J. (2005). The Performance of Newcastle Schools: Report 5 for the Commission.