This project aims to further develop a Teacher Professional Development Intervention for supporting secondary mathematics teachers to enhance their students’ proof competencies.
The aim of this project is to examine inward student mobility and how it relates to the production of national and global public goods in four countries: France, the UK, Japan and China.
The aim of this project is to build a comprehensive and internationally generic method for monitoring, measuring and judging the public benefits of universities, using empirical research in six countr
This project investigates the implications, implementation and consequences of Brexit for UK universities, including the effects in relation to migration, international education and financial sustain
The LiFT research programme sets a forward-looking agenda for children’s education and entertainment, underpinned by research evidence on children’s learning through digital technology
To conduct research on formative assessment in primary school early years’ numeracy contexts in Tanzania, East Africa and two sites in South Africa.
This project interested in the potential role of biophysiology (e.g., heart rate, cortisol, electrodermal activity, physical activity) for teaching and learning in educational contexts.
This research focuses on understanding how training managers transfer the experience, knowledge and skills from WorldSkills to their role in an FE College or Private Training Provider.
This project seeks to determine how the assessment tasks of category selection (e.g., a rubric-based “scoring” decision) and comparative judgment are cognitively different from one another.
An evaluation of the Multaka Oxford collaborative project to offer development opportunities to people from refugee communities through museum volunteering.
A survey of local authorities in England to investigate closure and change in Children’s Centre provision for disadvantaged families and their children.
This project aims to understand attitudinal factors affecting underperformance and progression of some groups of Oxford undergraduates in highly mathematical subjects.
