Dr Ariel Lindorff

Ariel is currently a Co-Investigator for a project funded by the Economic and Social Research Council’s Secondary Data Analysis Initiative, “The unequal representation of ethnic minorities for different types of special educational needs: Extent, causes and consequences.”

Over the past few years, she has worked on other projects in the Oxford University Department of Education (OUDE), including a mixed methods evaluation of a primary maths textbook and teaching approach and a mixed methods exploratory study of ‘inspirational’ teaching.

Ariel received her DPhil in Education from the University of Oxford and a Masters degree in Applied Mathematics and Statistics from Hunter College of the City University of New York. Prior to beginning a career in research, she worked as a secondary mathematics teacher in inner-city settings in the USA for approximately eight years.

In addition to her work as a researcher in the OUDE, Ariel also teaches a course on understanding and using mixed methods in the social sciences for the Department for Continuing Education.


Ariel’s research interests include educational effectiveness and improvement, equity issues in education, and classroom practice. From a methodological standpoint, her focus is on advanced quantitative and mixed methods approaches to educational research.

Book chapters

  • Sammons, P, Kington, A, Robertson, D, LINDORFF, AM (2014) “The Impact of Effective Practice: learning from student voices”, In: A Kington, P Sammons, E Brown, E Regan, J Ko (eds.) Effective Classroom Practice. Maidenhead: Oxford University Press. 110-130

Journal articles

  • Lindorff, A, Sammons, P (2018) “Going beyond structured observations: looking at classroom practice through a mixed method lens”, ZDM - Mathematics Education. 50(3) 521-534.
    DOI: http://doi.org/10.1007/s11858-018-0915-7

  • Hall, J, Lindorff, A (2017) “Children's Transition to School: Relationships Between Preschool Attendance, Cortisol Patterns, and Effortful Control”, The Educational and Developmental Psychologist. 34(01) 1-18.
    DOI: http://doi.org/10.1017/edp.2017.3

  • Sammons, P, Lindorff, AM, Ortega, L, Kington, A (2016) “Inspiring teaching: learning from exemplary practitioners”, Journal of Professional Capital and Community. 1(2) 124-144.
    DOI: http://doi.org/10.1108/JPCC-09-2015-0005

  • Loustau, J, Irwin, S, Lindorff, A, Svadlenka, J (2013) “Discontinuous piecewise polynomial collocation in two dimensions.”, Risk and Decision Analysis. 4 47-57.


  • Hall, J, Lindorff, A, Sammons, PM (2016) Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Department of Education, University of Oxford/OUP.

  • Sammons, P, Kington, A, Lindorff, A, Ortega, L (2014) “Inspiring teachers: Perspectives and practices”, In: Inspiring teachers: Perspectives and practices. Reading: CfBT Education Trust.


  • Department staff


  • Postdoctoral researcher

Subject area

  • Introductory and Intermediate Quantitative Research Methods

Research groups

  • Families, Effective Learning and Literacy (FELL)
  • Quantitative Methods Hub

01865 274181

Publications, books and other work