Department of Education

Ariel Lindorff

Departmental Lecturer in Research Methods

College Affiliation: Kellogg College

Ariel is a Departmental Lecturer in Research Methods.

She leads the MSc Education (Research Design and Methodology) course, supervises MSc and DPhil students, and acts as an assessor across a wide range of programmes in the Department. Ariel convenes the Foundations of Educational Research modules taken as a research methods core by Probationer Research (first-year DPhil) Students and MSc Education students. Outside the department, she is also Course Tutor for a mixed methods short course in the Department for Continuing Education.

Methodologically, her interest are in mixed methods, advanced quantitative methods, and appropriately contextualised approaches to evaluation. Her substantive research interests relate to educational effectiveness and improvement, equity issues in education, and classroom practice.

Ariel previously completed her DPhil at the University of Oxford. She holds Qualified Teacher Status in the UK, and prior to becoming a researcher she was a secondary mathematics teacher in the USA since 2006.

Her previous degree was a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.

Funded Research Projects:

  • TALIS Video Study (co-investigator)

    2016 - 2020

    Funder: Department for Education

  • Observing delivery day teaching in a widening participation project (PI)

  • 2019-2020

    Funder: University of Oxford Undergraduate Admissions and Outreach

  • English as an additional language, proficiency in English and pupils’ educational achievement (wider team)

    July 2017 - June 2020

    Funder: Bell Foundation and Unbound Philanthropy

  • Investigating raters’ beliefs about teaching: Perceptions and understandings before and after training on and using a structured lesson observation schedule (PI)

  • Dec 2018 - July 2019

    Oxford University Department of Education

  • The unequal representation of ethnic minorities in special education in England: Extent, causes and consequences (co-investigator)

  • Jan 2017 - Dec 2018

    ESRC: Department for Education Highlight to the Secondary Data Analysis Initiative

  • Subjects Taught

    MSc in Education (Research Design and Methodology)

Publications:

  • Featured Publications

    • LINDORFF, AM, Hall, J, SAMMONS, P (2019) “Investigating a Singapore-based mathematics textbook and teaching approach in classrooms in England”, Frontiers in Education. Frontiers Media S.A.
      DOI: http://doi.org/10.3389/feduc.2019.00037

    • SAMMONS, P, Kington, A, LINDORFF, AM, Ortega, L (2018) “'It ain't (only) what you do, it's the way that you do it': A mixed method approach to the study of inspiring teachers”, Review of Education.
      DOI: http://doi.org/10.1002/rev3.3141

    • STRAND, S, LINDORFF, A (2018) Ethnic disproportionality in the identification of Special Educational Needs (SEN) in England: Extent, causes and consequences. Oxford: University of Oxford.

    • Hall, J, LINDORFF, AM (2017) “Children's transitions to school: Relationships between preschool attendance, cortisol patterns, and effortful control”, The Educational and Developmental Psychologist.
      DOI: http://doi.org/10.1017/edp.2017.3

    • Sammons, PM, Lindorff, A, Ortega, L, Kington, A (2017) “Inspiring teaching: learning from exemplary practitioners”, Journal of Professional Capital and Community.
      DOI: http://doi.org/10.1108/JPCC-09-2015-0005

    • 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.

    • LINDORFF, AM, Sammons, P “Going beyond structured observations: Looking at classroom practice through a mixed method lens”, ZDM - International Journal on Mathematics Education. Springer Verlag.
      DOI: http://doi.org/10.1007/s11858-018-0915-7

  • 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

  • Conference papers

    • LINDORFF, AM, STRAND, S Understanding ethnic disproportionality in Social, Emotional and Mental Health identification in England: Investigating higher-level variation and cross-level interaction. (Newcastle, UK)

    • STRAND, S, LINDORFF, A Ethnic disproportionality in ASD identification in the Primary years: A longitudinal analysis of data from an English national cohort, age 4-11. (Newcastle, UK)

    • STRAND, S, LINDORFF, AM Ethnic disproportionality in the identification of Social, Emotional and Mental Health (SEMH) needs: A national longitudinal cohort age 4-11. (Bolzano, Italy)

    • STRAND, S, LINDORFF, AM Ethnic disproportionality in the identification of Autistic Spectrum Disorder (ASD): A national longitudinal cohort age 4-11. (Bolzano, Italy)

    • LINDORFF, AM, Hall, J, SAMMONS, P Evaluation of Inspire Maths: An Illustration of a Mixed Methods RCT in Education Research. (Vienna, Austria)

    • LINDORFF, AM, STRAND, S Ethnic disproportionality in Social, Emotional and Mental Health Needs Identification in England: A multilevel study. (New York, NY, USA)

    • LINDORFF, AM Networks for school support and improvement: A mixed methods study. (Limassol, Cyprus)

    • LINDORFF, AM, SAMMONS, P, Kington, A, Ortega, L Teacher and student voices: Perspectives from ‘inspiring’ classrooms. (Limassol, Cyprus)

    • LINDORFF, AM Principals’ experiences and perceptions of school support networks in New York City. (Chicago, IL, USA)

    • LINDORFF, AM Exploring variation in student attainment in a network structure for school support: A multilevel analysis. (Cincinnati, OH, USA)

    • LINDORFF, AM School support networks in New York City’s portfolio school district: A mixed methods study. (Boston, MA, USA)

    • SAMMONS, P, Kington, A, LINDORFF, AM, Ortega, L Inspiring Teaching: Perspectives and practices. (Southampton, UK)

  • Journal articles

    • Hall, J, Malmberg, LE, Lindorff, A, Baumann, N, Sammons, P (2020) “Airbag moderation: the definition and statistical implementation of a new methodological model”, International Journal of Research and Method in Education.
      DOI: http://doi.org/10.1080/1743727X.2020.1735334

    • LINDORFF, AM, Hall, J, SAMMONS, P (2019) “Investigating a Singapore-based mathematics textbook and teaching approach in classrooms in England”, Frontiers in Education. 4(37) 1-21.
      DOI: http://doi.org/10.3389/feduc.2019.00037

    • SAMMONS, P, Kington, A, LINDORFF, AM, Ortega, L (2018) “'It ain't (only) what you do, it's the way that you do it': A mixed method approach to the study of inspiring teachers”, Review of Education. 6(3) 303-356.
      DOI: http://doi.org/10.1002/rev3.3141

    • Hall, J, LINDORFF, AM (2017) “Children's transitions to school: Relationships between preschool attendance, cortisol patterns, and effortful control”, The Educational and Developmental Psychologist. 34(1) 1-18.
      DOI: http://doi.org/10.1017/edp.2017.3

    • Sammons, PM, Lindorff, A, Ortega, L, Kington, A (2017) “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.
      DOI: http://doi.org/10.3233/RDA-2012-0076

    • LINDORFF, AM, Sammons, P “Going beyond structured observations: Looking at classroom practice through a mixed method lens”, ZDM - International Journal on Mathematics Education.
      DOI: http://doi.org/10.1007/s11858-018-0915-7

    • SAMMONS, P, Hall, J, LINDORFF, A, MALMBERG, L, Baumann, N “Title: Airbag Moderation: The definition and statistical implementation of a new methodological model”, International Journal of Research and Method in Education.

  • Internet publication

    • INGRAM, J, SAMMONS, P, LINDORFF, A (2018) Observing effective mathematics teaching: a review of the literature. Education Development Trust.

  • Reports

    • STRAND, S, LINDORFF, A (2018) Ethnic disproportionality in the identification of Special Educational Needs (SEN) in England: Extent, causes and consequences. Oxford: University of Oxford.

    • 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.

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