Following the University’s 2019 Recognition of Distinction exercise, Therese Hopfenbeck and Niall Winters have been awarded the title of Professor with immediate effect.
The department congratulates Therese and Niall on these outstanding achievements.
Neil Harrison has received the annual ‘Editors’ Choice’ award from the British Educational Research Journal for his article entitled ‘Challenging discourses of aspiration: the role of expectations and attainment in access to higher education’, written with Richard Waller at the University of the West of England.
The ‘Editors’ Choice’ award annually recognises an article with particular impact on the discipline of education and is determined by the editorial board of the journal; this year’s award was shared with an article by George Koutsouris and Brahm Norwich at the University of Exeter and recognises articles published in BERJ in 2018.
Neil and Richard’s article explores the persistence of ‘aspiration-raising’ as a conceptual tool within efforts to widen access to higher education for disadvantaged and marginalised groups, both among policymakers and practitioners. They argue that it has little or nothing to offer as the evidence for low aspirations among these groups is scant. Instead, efforts should be focused on raising attainment and expectations around education as these appear to have greater explanatory power in young people’s decision-making. The article also argues for Markus and Nurius’ ‘theory of possible selves’ as an alternative conceptual framework for future practice.
The full article can be found here: https://onlinelibrary.wiley.com/doi/full/10.1002/berj.3475
For more information about Neil and his research see: http://www.education.ox.ac.uk/people/neil_harrison/
At the 2019 PGCE celebratory Garden Party, the ‘Oxford Review of Education’ prize for the highest mark for a Professional Development Programme assignment written during the course, was awarded to Harry Copson, Geography student, for his assignment entitled:
‘Hegemonic masculinity: an investigation into the perceptions and impacts of masculine gender expression in UK secondary schools’.
The presentation, made by Professor Ingrid Lunt, joint editor of the Oxford Review of Education was held at St Anne’s College. Harry will be starting his teaching career at one of the internship partnership schools, Bartholomew School, this September.
To discover more about the PGCE at Oxford see: http://www.education.ox.ac.uk/programmes/pgce/
To discover more about the Oxford Review of Education see: http://www.education.ox.ac.uk/our-research/oxford-review-of-education/
In July 2019, five newly qualified teachers from the department’s PGCE course travelled to three schools in Northern India to teach for six weeks before returning to the UK to join their employing schools for the next academic year.
This annual programme is funded by the Helga Todd Teachers’ Education Foundation which is an educational charity committed to advancing education by the promotion of teaching in target countries. The Foundation has been working with the PGCE course at Oxford for the past 4 years and over this period 27 NQTS have travelled to India under this scheme.
Congratulations to Romisa Asadi (PGCE Science), Alice Belfield, Laura Harris, Sophia Middlehurst and Laura Shurden (PGCE Modern Foreign Languages) who received this year’s bursary.
For more information about the PGCE at Oxford see: www.education.ox.ac.uk/programmes/pgce/
For more information about the Helga Todd Foundation: helgatoddfoundation.org/our-activities/volunteer-nqt-award/
Some of the UK’s most eminent education academics have collaborated to create a book offering a firm foundation for evidence-based, effective primary education. The book features work from University of Oxford Professors Iram Siraj, Professor of Child Development and Education, Pam Sammons, Professor of Education, Edward Melhuish, Professor of Human Development, and Kathy Sylva, Professor of Educational Psychology. Using the UK’s 17-year Effective Provision of Pre-school, Primary and Secondary Education research study (EPPSE, 1997–2014) as the core source, this research-led book combines qualitative and quantitative research findings to shine a spotlight on teaching in effective primary schools.
Sir Kevan Collins, Chief Executive Education Endowment Foundation, says “The history of education is littered with ideology, headline-grabbing here today, gone tomorrow policies and the hyped ideas of education gurus. Cutting through the fads and fashions, this book, by some of the UK’s most eminent education academics, gives us firm foundations for effective primary education.”
The book reveals the pedagogical strategies that are the hallmark of successful schools and brings these strategies to life through detailed observations of classroom interactions. By taking the reader into the classrooms of skilful teachers, it offers an accessible, multi-layered insight into how to make learning more engaging and motivating for children. This in turn will influence their development and progress, and, therefore, their later life chances.
The book also features work from Brenda Taggart, Honorary Senior Research Associate at the UCL Institute of Education and Donna-Lynn Shepherd, Senior Research Assistant at Coventry University.
Iram Siraj, Brenda Taggart, Pam Sammons, Edward Melhuish, Kathy Sylva and Donna-Lynn Shepherd
£24.99, paperback, 220 pages 16th September 2019 UCL IOE Press
Find out more about this area of research here.
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.
Co-authored by Jason Todd, academic at the Department of Education, University of Oxford, leading race equality think tank Runnymede Trust and the TIDE Project (University of Liverpool) have published a report calling on the government to properly support the teaching of migration, including Empire, in secondary schools. To provide teachers, across subjects, with practical support, academics scholarship and resources to equip them to teach migration, belonging and empire sensitively and effectively.
The report Teaching Migration, Belonging and Empire in Secondary Schools, explains why a new approach to teaching migration, belonging and empire is required to reflect changing classroom demographics. Nearly 17% – one in six – of children aged 0-15 in England and Wales are from Black and minority ethnic (BME) backgrounds, and BME young people make up around 27% – more than one in four – of state-funded primary and secondary school pupils.
Inclusion and representation are important. However, teaching migration, belonging, and empire is not relevant to students from current ethnic minorities alone. It offers all young people a fuller understanding of the varied and wide-ranging cultural inputs that have contributed to the making of Britain.
Currently the secondary school curriculum should ensure that pupils know and understand ‘how Britain has influenced and been influenced by the wider world’; ‘the expansion and dissolution of empires’; ‘the process of change, the diversity of societies and relationships between different groups’ (National Curriculum in England). However, this cannot be fully achieved without a thorough understanding of migration, belonging, and empire – migration and empire have shaped Britain and our relationship with the world, and the teaching of British history informs Britain’s national identity.
Jason Todd PGCE History Tutor at the department and co-author of the report commented: “Calls to open up the curriculum to include a more diverse and complete story of Britain are longstanding. However in the current political context of Brexit, British society is really examining its role in the world and that means thinking about the complexity of our imperial past, not least Britain’s long-term relationship with Ireland. Brexit also foregrounded debates about migration, while the Windrush scandal of 2018 exposed how the gap in understanding our migration history can have tragic consequences. All this suggests an urgent need to address these issues and this report offers a strategy for doing so in schools with a thought-through, evidence-based, achievable means to that end that focuses on research, training and outcomes in schools.”
The report calls on the government to support a comprehensive CPD programme for Migration, belonging and empire drawing on a research and academic scholarship. Read in full here.
Sibel Erduran, Professor of Science Education and Deputy Director of Research at the Department of Education, University of Oxford has co-authored a new book, “Transforming Teacher Education Through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies”.
The book, published by Springer and written with Dr Ebru Kaya, associate professor in science education at Bogazici University, Turkey, illustrates the relevance of philosophy of chemistry in the education of chemistry teachers. It investigates how to make chemistry education more meaningful for both students and teachers, rather than concentrating on “cookbook” activities where students and teachers follow “recipes”, memorise formulae and recall facts without a deeper understanding of how and why knowledge in chemistry works. This book provides empirical evidence for the integration of epistemic themes in pre-service teachers’ learning.
The book is the second Professor Erduran has published this year: “Argumentation in Chemistry Education: Research, Policy and Practice” came out in February.
“Transforming Teacher Education Through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” provides an example of how theory and practice in chemistry education can be bridged. It reflects on the nature of knowledge in chemistry by referring to theoretical perspectives from philosophy of chemistry. Drawing on empirical evidence from research on teacher education, it illustrates concrete strategies and resources that can be used by educators. With the use of visual representations and analogies, the project makes some fairly abstract and complex ideas accessible to pre-service teachers.
Discover more about Professor Erduran’s work and research here.
The Early Start “Leadership for Learning” research programme led by Professor Iram Siraj at the Department of Education, University of Oxford and Visiting Professor at the University of Wollongong is transforming professional development approaches within the early years sector across New South Wales, Australia and beyond.
In partnership with the NSW Department of Education, the team including Professors Iram Siraj and Ted Melhuish from the department initiated the Fostering Effective Early Learning (FEEL) study – a world-first randomized controlled trial investigating the impact of an evidence based in-service Professional Development on early years educators’ practice and children’s outcomes in key areas of learning development, and wellbeing.
With more than $3 million funding involving over 200 Early Childhood Education and Care (ECEC) services and over 1200 children, the Leadership for Learning professional development deriving from the FEEL study has provided the NSW Department of Education and leading early childhood organisations with an effective, evidence-based and affordable model for practice and workforce development, and has given rise to multiple and sustained opportunities for the Department and Early Start to advocate for the importance of high quality ECEC in the NSW, Australia, UK and international context.
Professor Iram Siraj commented: “This work has led to further randomized control trials being funded and evaluated in Victoria and the UK. In Australia the impact includes the biggest provider of ECEC adopting this approach, it is responsible for over 650 centres, 14,000 staff and provides ECEC services for 73,000 families to strengthen the workforce and improve child outcomes.”
Iram Siraj joined the department as Senior Research Fellow and Professor of Child Development and Education in June 2018 and is a leading international expert in pre-school and primary education research and policy. During summer 2019 she received the University of Wollongong’s Vice-Chancellor’s Research Excellence Award for Research Partnership and Impact for this work.
For more details about this research see: https://education.nsw.gov.au/early-childhood-education/whats-happening-in-the-early-childhood-education-sector/data-and-research/feel-study-2018