Kason is a Titular Clarendon Scholar and a Hong Kong Jockey Club Oxford Graduate Scholar. He is a researcher working in the field of nature of science, multimodal representations, visualization and reading and writing in science.
He is a qualified biology and chemistry teacher in the United Kingdom and Hong Kong. He has taught chemistry and biology in two state schools in County Durham. He was awarded a distinction in both his PGCE/QTS at Durham University and MPhil in Educational Research at the University of Cambridge. His MPhil was fully funded by Doris-Zimmern HKU-Cambridge Hughes Hall Scholarship and received Raffan Prize In Education from Hughes Hall, the University of Cambridge.
His research has been published in Science and Education, Research in Science and Technological Education and International Journal of Science Education. He is also a peer reviewer for Journal of Biological Education, Science and Education, Research in Science and Technological Education, as well as International Journal of Bilingual Education and Bilingualism.
Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.
Ellen has been a school counsellor, IBDP & university psychology lecturer for international institutions in Greece for the last 15+ years.
Her passion for engaging youth ages 12-24 in community service- learning prompted her to initiate the non-profit organization, EIMAI-Center for Emerging Young Leaders. As director of EIMAI and PeaceJam Greece, Ellen provides programs for youth leadership development by bringing together university mentors and vulnerable youth with Nobel Peace Laureates to empower their transition to adulthood. Ellen has served on the executive board of Habitat for Humanity, Greater Athens and the Greek Adlerian Psychological association, where she has been trained as an Adlerian therapist. Her service- learning work with youth has been awarded by the Near East South Asia Council of Overseas schools, the Nobel Peace Laureate initiative- Billion Acts of Peace, the Loukoumi-Make a Difference Foundation and best practices in character education by Character.Org.
Ellen’s research interests include: adolescent purpose, youth trauma, student voice, transitions to adulthood, experiential learning, youth in social care and unaccompanied refugee minors.
Her dissertation topic will explore a trauma informed approach to service-learning to increase agency in learning for vulnerable youth.
Ellen has a Bachelor’s degree in English Literature from Arizona State University, a Master’s of Education—Special Emphasis School Counseling from University of La Verne, California and Master’s in Clinical Psychology from the University of Indianapolis.
Isobel is a DPhil student in the Learning and New Technologies group at the Department of Education and research assistant for the ‘Climate Change Education Futures in India’ project. Alongside her academic work, Isobel is also an independent consultant and researcher for organisations including Plan International, DFID, and Save the Children.
Her thesis critically explores the ‘gender data revolution’ in international development through an in-depth case study of a smartphone-based data collection project working with young women in Bangladesh. During her time in Bangladesh Isobel was appointed ‘Visiting Researcher’ at the Centre for Sustainable Development at the University of Liberal Arts (ULAB) in Dhaka. She contributed to research activities at the CSD, including studies of Oxfam’s PROTIC project, which works with rural women to create smartphone-based information services on climate adaptation strategies; pro-poor technology schemes in the Teknaf peninsula; and the effect of climate change on fishing villages in the Sunderbans. Additionally, Isobel taught classes for the modules ‘Introduction to Sustainable Development’ and ‘Economic Grassroots Development’.
These experiences in Bangladesh motivated Isobel to seek out further opportunities to utilise her skills and experience to help fight the climate crisis and support the movement for climate and environmental justice. This led to her working as the research assistant for the Nuffield funded ‘Trust and Climate Change: Information for Teaching in a Digital Age’ project. This initiative brought together the Education Department and Environmental Change Institute at the University of Oxford with secondary schools and teachers to draft a research agenda to transform climate change teaching. She is now the research assistant for the ‘Climate Change Education Futures in India’ project, which seeks to develop and deploy a framework for Climate Change Education (CCE) in India and beyond to increase the effectiveness of large-scale online CCE programmes.
Previously Isobel was a researcher on the Goldman Sachs funded technology and educational inclusion project Go_Girl:Code+Create, which explores the ways learning to code might benefit disadvantaged young women in the UK. She holds a MSc in Gender from the London School of Economics, for which she was awarded a Distinction and the Betty Scharf prize for best dissertation. Isobel has worked as a consultant and researcher for numerous international development organisations from Plan International to CGIAR on topics such as: gender and diversity in STEM; social media and gender-based violence; gender and conflict; early marriage and pregnancy and school dropout in low- and middle-income countries (LMICs); the effect of gender on early learning in LMICs.
In her free time Isobel likes to grow food and flowers, and volunteers at her local community garden and a regenerative farm. She is passionate about agroecology and food sovereignty. In the future she would like to work collaboratively with others towards the realisation of an environmentally and socially just food system, as she recognises that this is the foundation of an environmentally and socially just world.
Following a degree in biochemistry and a PhD in Biochemical Genetics, Dr. Jane McNicholl completed a PGCE at the University of Oxford before teaching science in Northamptonshire secondary schools.
Jane’s involvement in science teacher education began when she studied for an MSc in Educational Research Methodology at the University of Oxford. She began teaching on the PGCE course there and in 2006, she was appointed as a Lecturer in Science Education. Main research interest involves science teachers’ professional knowledge and the ways in which this is developed in and by different contexts, drawing upon socio-cultural theoretical perspectives.
Ian Thompson is an Associate Professor of English Education at the Department of Education and Director of the PGCE course. He is joint convenor of the Oxford Centre for Sociocultural and Activity Theory Research (OSAT) and a Fellow of St. Hugh’s College. He is also a member of the university’s English Faculty. Ian is currently co-PI on the £2.55 million ESRC funded project Excluded Lives: the Political Economies of School Exclusion and their Consequences.
After completing English Literature degrees at the Universities of Leicester and Victoria (Canada) Ian worked as a journalist, lecturer and theatre director. He then taught English for sixteen years in comprehensive secondary schools. Ian studied part time at the University of Bristol and completed his PhD in Education in 2010.
Ian was appointed to his post at the University of Oxford in 2011 where he teaches on the PGCE English course and on the MSc in Learning and Teaching. Ian also supervises several DPhil students. Ian has been PI and co-investigator on several mixed methods and qualitative research projects. These projects include: Collaboration for Teaching and Learning; The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People; and Disparities in School Exclusion across the UK. He was a core member of the recent BERA Commission for Poverty and Policy Advocacy. In his current research, Ian focuses on English pedagogy, school exclusion, initial teacher education, learning, and social justice in education from a Vygotskian and cultural historical theoretical perspective.
He publishes widely in the fields of cultural historical research, social justice in education, English education, and initial teacher education. Ian is currently Vice-President of the International Society for Cultural-Historical Activity Research.