Cristina has a BA (honours) in Modern Foreign Languages (English and German) from the University of Turin, Italy, and an MEd in Special Educational Needs and Inclusion, and MPhil in Educational Research (ESRC recognised) and a PhD from the University of Cambridge. She taught Italian in England and in Lebanon where she set up the first course of Italian language at the Lebanese University. Back in the UK, Cristina worked as a PR and executive secretary for the Director of the Centre for Middle Eastern Studies, University of Cambridge and as a researcher, Faculty of Education, University of Cambridge. Prior to doing her PhD, she worked as a Learning Teaching Assistant in a secondary school. Cristina’s interest in inclusion is focused mainly on the deployment of human resources in schools and universities, with a particular interest in the area of knowledge management and intellectual capital.
 I think it would be better to have these also as a list – see example later on
Cristina taught research methods on Foundation Degrees, BA (early childhood), and PGCE. She is the module leader for the MA ‘Research Methods in Education’ and she is currently the PhD admission manager for the School of Education with overall responsibility for PhD students’ experience and wellbeing. Cristina is also a member of quality assurance University wide-committees and a member of the University of Northampton’s Senate.
She has successfully supervised 4 PhD students and she is currently supervising 9 PhD students.
Membership of professional bodies and associations
- Human Development and Capability Association
- British Academy of Management
- Society for Research in Higher Education
Cristina has collaborated as a research assistant and Principal Investigator to various projects focusing on post-compulsory education for adults with learning disabilities, commissioned study on the deployment and employment of Higher Level Teaching Assistants (HLTAs), impact of training TAs, developing mobile software technology for young people with autism, building research capacity in Higher Education in Ethiopia, and, transition to Further and Higher Education for people with disabilities in Ireland. She led the Success at School EU funded project (www.successatschool.eu) looking at re-engaging young people into education through volunteering experiences, and co-led the Newton Fund Early Career Researcher Links, an international cooperation between the University of Northampton and the Federal University of Sao Carlos, Brazil. She is now developing her interest in human resources further into the area of higher education specifically related to developing teaching and research capacity.
Because of her interest in inclusion and higher education she has been a member of and consultant for a number of international projects and she is a member of the editorial board of two book series for Italian publishers.
Cristina is a reviewer for a number of journals, and for the European Educational Research Association (EERA), and an ESRC evaluator. She was a research associate at the Von Hugel Institute, St Edmund’s College, University of Cambridge she was for, five years, the coordinator of the Education thematic group for the Human Development and Capability Association. She is the co-founder and chair of the Cambridge Education Alumni Group.
She is currently the deputy director of the Centre for Education and Research, School of Education, and a member of the China and Emerging Economies Centre (CEEC), Northampton Business School.
- Murray, J. and Devecchi, C. (2016) The Hantown Street Play Project. International Journal of Play. 5(2) 2159-4953. (Accepted)
- Bramble, P. (2015) Business as usual: project management of a European project. In: Devecchi, C. (ed.) Volunteering as Empowerment for Success at School. UK: SAS Project Team. pp. 31-44.
- Devecchi, C., Murray, J. and Preece, D. (2014) Building research capacity: stories from a new university’s School of Education. Research Intelligence (British Educational Research Association (BERA)). 124, pp. 22-23. 0307-9023.
- Devecchi, C., Rose, R. and Shevlin, M. (2014) Education and the capabilities of children with special needs. In: Sarojini-Hart, C., Biggeri, M. and Babic, B. (eds.) Agency and Participation in Childhood and Youth: International Applications of the Capability Approach in Schools and Beyond. London: Bloomsbury. pp. 145-162.
- Devecchi, C., Trory, H., Murray, J. and Evans, R. (2014) Inclusive daily childcare services for children with disabilities in England: review of conditions, standards and practice. Symposium presented to: 24th Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE), Humboldt University, Berlin, Germany, 09-12 March 2014.
- Grion, V., Devecchi, C. and Colinet, S. (2014) Not only academically oriented, but supportive and friendly. A comparative study of students' idea of a good school in three European countries. Panel Presentation presented to: British Educational Research Association Conference, London, 23-25 September 2014.
- Bramble, P., Devecchi, C. and Brown, J. (2014) Shaping the future of educational research: collaboration between academics and project managers. Paper presented to: European Conference on Educational Research (ECER) 2014: The Past, Present and Future of Educational Research in Europe, Porto, Portugal, 01-05 September 2014.
- Devecchi, C. and Bajwa-Patel, M. (2014) ‘Nowhere fits’? How parents choose a school for their children with special needs in England: practice, policies and dilemmas. Invited Presentation presented to: VI Brazilian Congress on Special Education, Universidade Federal de São Carlos, Brazil, 01-04 November 2014.
- Bajwa-Patel, M. and Devecchi, C. (2014) ‘Nowhere that fits’ – the dilemmas of school choice for parents of children with statements of special educational needs (SEN) in England. Support for Learning. 29(2), pp. 117-135. 1467-9604.
- Devecchi, C. (2013) Beyond development: applying the human development paradigm to identifying children with special needs and disabilities. Paper presented to: British Educational Research Association (BERA) Annual Conference, University of Sussex, Brighton, 03-05 September 2013.
- Devecchi, C. (2013) Il dibattito internazionale sull'inclusione, la personalizzazione e i BES. Invited Keynote presented to: Art. 34* - "La scuola è aperta a tutti" I Bisogni Educativi Speciali e le risposte della scuola, Universita Bocconi, Milan, Italy, 25 March 2013.
- Devecchi, C. (2013) Includere tutti: il supporto per gli insegnanti in Inghilterra. Keynote presented to: Percorso Sperimentale di Accompagnamento degli Insegnanti Nell'Integrazione di Alunni con BES, Trento, Italy, 02-06 September 2013.
- Devecchi, C., Murray, J. and Trory, H. (2013) Inclusive childcare services for children with disabilities in England: review of conditions, standards and practice. Paper presented to: British Educational Research Association (BERA) Annual Conference, University of Sussex, Brighton, 03-05 September 2013.
- Trory, H., Devecchi, C. and Murray, J. (2013) Inclusive daily childcare for children with disabilities (0-5) in England: a policy and practice overview from 1997 to present day. Symposium presented to: European Early Childhood Education Research Association (EECERA) 23rd Annual Conference: Values, Culture and Contexts, Tallinn University, Estonia, 28-31 August 2013.
- Devecchi, C., Trory, H., Murray, J. and Evans, R. (2013) Inclusive daily childcare services for children with disabilities in England: review of conditions, standards and practice. (Unpublished)
- Devecchi, C. and Brown, J. (2013) Perspectives on the 'preparedness' of teaching assistants: what gets in the way? Paper presented to: British Educational Research Association (BERA) Annual Conference, University of Sussex, Brighton, 03-05 September 2013.
- Devecchi, C. (2013) Still talking about inclusion? Carving new spaces between policy and practice. Lecture presented to: PGCE Masters Course - Equality, Inclusion and Citizenship, London South Bank University, 24 October 2013.
- Brown, J. and Devecchi, C. (2013) The impact of training on teaching assistants' professional development: opportunities and future strategy. Professional Development in Education. 39(3), pp. 369-386. 1941-5265.
- Murray, J. and Devecchi, C. (2013) The utility of critical ethnography as a tool for empowerment in early childhood research. Symposium presented to: 34th Annual Ethnography in Education Research Forum "Ethnography as Counter Narrative: Reclaiming the Local in Educational Policy and Practice", Penn GSE, University of Pennsylvania, US, 22-23 February 2013.
- Devecchi, C., Dettori, F., Doveston, M., Sedgwick, P. and Jament, J. (2012) Inclusive classrooms in Italy and England: the role of support teachers and teaching assistants. European Journal of Special Needs Education. 27(2), pp. 171-184. 0885-6257.
- Bajwa-Patel, M. and Devecchi, C. (2012) ‘Nowhere that fits’ – exploring the issues around parental choice and school placement for students with a Statement of Special Educational Needs in England. Paper presented to: American Educational Research Association (AERA) Annual Meeting : Non Satis Scire : To Know Is Not Enough, Vancouver, Canada, 13-17 April 2012.
- Devecchi, C. and Rouse, M. (2010) An exploration of the features of effective collaboration between teachers and teaching assistants in secondary schools. Support For Learning. 25(2), pp. 91-99. 0268-2141.
- Devecchi, C. (2010) Fatal attraction: the use and misuses of psychology in the education of children with special needs and/or disabilities. Seminar Presentation presented to: Faces and Spaces of Educational Research - The Attraction of Psychology, Catholic University of Leuven, Belgium, 17-19 November 2010.
- Devecchi, C. (2010) Inclusive classrooms in Italy and England: supporting children, supporting teachers. Seminar Presentation presented to: European Conference on Educational Research (ECER) 2010: Education and Cultural Change, Helsinki, Finland, 23-27 August 2010.
- Devecchi, C. and Nevin, A. (2010) Leadership for inclusive schools and inclusive school leadership. In: Normore, A. H. (ed.) Global Perspectives on Educational Leadership Reform. Bingley: Emerald. pp. 211-241.
- Devecchi, C. (2010) Which justice for children with Special Educational Needs and disabilities? The application of SEN’s capability approach to the analysis of UK school workforce reform policies. Seminar Presentation presented to: Human Development and Capability Association Annual Conference: Human Rights and Human Development, University of Jordan, Amman, 21-23 September 2010.
- Mintz, J., Devecchi, C. and March, C. (2009) A mobile phone solution for young people with autism: introducing the “HANDS” project. Paper presented to: British Educational Research Association (BERA) Annual Conference, University of Manchester, Manchester, 02-05 September 2009.
- Devecchi, C. (2009) Research quality assessment in education: impossible science, possible art? A response to David Bridges. Paper presented to: Centre for Educational Research and Development, Von Hugel Institute, St. Edmund’s College, Cambridge, 27 March 2009.
- Devecchi, C., Mintz, J. and March, C. (2009) Supporting user participation in developing mobile technology to help young people with autism: the HANDS smartphone project. Paper presented to: International Conference on Information Communication Technologies in Education (ICICTE 2009), Corfu, Greece, 09-11 July 2009.
- Devecchi, C. (2008) Applying Bernstein’s sociology of pedagogy to teaching assistants’ supportive practices: an exploration. Panel Presentation presented to: Kaleidoscope, Faculty of Education, University of Cambridge, 06 June 2008.
- Devecchi, C. (2008) Collaboration between teachers and TAs: from co-configuration to re-configuration. Paper presented to: British Educational Research Association (BERA) Annual Conference, Heriot-Watt University, Edinburgh, 03-06 September 2008.
- Devecchi, C. (2008) Crossing professional borders: TAs and teachers as migrants, immigrants and trespassers. Poster presented to: Camera, Faculty of Education, University of Cambridge, 16 April 2008.
- Florian, L., Devecchi, C. and Dee, L. (2008) How can the capability approach contribute to understanding provision for people with learning difficulties? Prospero. 14(1), pp. 24-33. 1358-6785.