This special edition (open access until Feb 2020) presents a range of research reported at the ESRC Seminar Series on Fostering Teenagers, co-hosted by the Rees Centre. Each paper is followed by a commentary by a care-experienced young person. Topics include parenting styles, transitions to adulthood, child sexual exploitation, fostering unaccompanied asylum seeking young people, young people in custody and the needs of LGBTQ and separated teenagers.
All the articles in this special edition are open access until Feb 2020.
A snapshot of our activities over the last 2 months.
Including launch of outcomes framework funded by the Nuffied Foundation.
Last month Professor Nancy Perry, Dorothy Lam Chair in Special Education and Professor of Educational and Counselling Psychology and Special Education at the University of British Columbia, delivered the OUCEA Annual Lecture on Using Formative Assessment to Catalyse Self- Regulated Learning.
Nancy’s lecture is available in full length here.
Kit Double, Joshua McGrane, Jamie Stiff and Therese N. Hopfenbeck have published an article in the British Educational Research Journal entitled “The importance of early phonics improvements for predicting later reading comprehension”.
The article builds upon the centre’s work for PIRLS 2016, and investigates how student performance on the year 1 phonics screening check in England predicts their performance in the key stage 1 reading assessment the following year, as well as in the PIRLS reading comprehension test four years later. The article explores the benefits of early interventions and further checks of phonics skills on improving later reading comprehension outcomes, particularly for students who fail to meet the ‘expected standard’ in the initial phonics screening check.
To view the full article in the British Educational Research Journal, please click here.
OUCEA won a competitive grant to investigate the effect of the International Baccalaureate’s Diploma Programme on the development of critical thinking.
The twelve-month project entitled ‘The effect of the Diploma Programme on Critical Thinking: An international multisite evaluation’ is funded by the International Baccalaureate Office (IBO). The project will gather and analyse empirical evidence of critical thinking skills of students in DP and non-DP schools in Australia, England and Norway.
For more information, visit the project’s webpage.
Professor Nancy Perry, Dorothy Lam Chair in Special Education and Professor of Educational and Counselling Psychology and Special Education at the University of British Columbia, delivered this year’s OUCEA Annual Lecture at the Ashmolean Museum in Oxford in celebration of the Centre’s work and success this academic year.
In her talk Using Formative Assessment to Catalyse Self- Regulated Learning Prof Perry provided insights into her conceptual and empirical work and how to support teachers in their work. The lecture was followed by comments from OUCEA Director Therese N. Hopfenbeck and an engaged Q&A session with the audience.
The lecture and subsequent drinks reception in the European Picture Gallery were attended by academics, students, practitioners and members of the wider public locally but also from Wales, Ireland, Scotland, South Africa, Hong Kong and Norway.
A video of the lecture will be uploaded on this website shortly.
Prof Nancy Perry during her talk
Prof Nancy Perry and OUCEA Director Associate Prof Therese N. Hopfenbeck during the Q&A session
Prof Victoria Murphy, Deputy Director of the Oxford University Department of Education, introduced Prof Nancy Perry
Professor Anil Kanjee from Tshwane University of Technology, South Africa is visiting OUCEA for the term.
As co-investigator of the AFLA project Anil will be working with Principal Investigator Dr Therese Hopfenbeck and her team on the last stages of the four-year research cooperation.
Anil welcomes any questions about his work and is looking forward to his time in Oxford.
On 15th May Prof Jo-Anne Baird shared the findings of her latest research on GCSE reforms in the Tes Podagogy podcast, which you can listen to here.
In the 25 minute podcast episode Jo-Anne spoke about the results of the Ofqual- OUCEA joint research project Examination Reform:Impact of Linear and Modular Examinations at GCSE.
More information about the project can be found here.
Dr Therese Hopfenbeck gave the opening keynote address at this year’s Nordic Conference at the Norwegian Reading Centre at the University of Stavanger, which took place from the 7th to 9th of May.
In her keynote Therese discussed international reading studies and Assessment for Learning.