Ariel is an Associate Professor and Research Lecturer in the Department of Education, and is the Course Director for the MSc in Education.
She also leads the Research Design and Methodology pathway of the MSc in Education, supervises MSc and DPhil students, and acts as an assessor across a range of postgraduate programmes in the Department.
Ariel leads and contributes to projects related to educational effectiveness, improvement, and equity, largely in pre-school, primary and secondary phases of education. Methodologically, she has expertise in advanced statistical methods and mixed methods, and an interest in appropriately contextualised approaches to evaluation.
Ariel completed her DPhil in the Oxford University Department of Education. 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. She is also a Chartered Statistician of the Royal Statistical Society, with a Masters in Applied Mathematics and Statistics from Hunter College, City University of New York.
Research
Books
Hall, J., Lindorff, A., … Sammons, P. (Eds.). (2020). International perspectives in educational effectiveness research. Springer. https://doi.org/10.1007/978-3-030-44810-3
Book chapters
Lindorff, A., Sammons, P., & Hall, J. (2020). International perspectives in educational effectiveness research: a historical overview. In J. Hall, A. Lindorff, & P. Sammons (Eds.), International perspectives in educational effectiveness research (pp. 9-31). Springer. https://doi.org/10.1007/978-3-030-44810-3_2
Hall, J., Sammons, P., & Lindorff, A. (2020). Continuing Towards International Perspectives in Educational Effectiveness Research. In International Perspectives in Educational Effectiveness Research (pp. 383-406). https://doi.org/10.1007/978-3-030-44810-3_14
Hall, J., Lindorff, A., & Sammons, P. (2020). Introduction. In International Perspectives in Educational Effectiveness Research (pp. 1-5). https://doi.org/10.1007/978-3-030-44810-3_1
Lindorff, A., Sammons, P., & Hall, J. (2020). International Perspectives in Educational Effectiveness Research: A Historical Overview. In International Perspectives in Educational Effectiveness Research (pp. 9-31). Springer Nature. https://doi.org/10.1007/978-3-030-44810-3_2
Sammons, P., Kington, A., Robertson, D., & LINDORFF, A. (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 (pp. 110-130). Oxford University Press.
Journal articles
Woolf, P., LINDORFF, A., & Digby, J. (2023). Student wellbeing: Research shows that the benefits are far-reaching, but implementation is key to success. Impact: Journal of the Chartered College of Teaching. https://my.chartered.college/impact_article/student-wellbeing-research-shows-that-the-benefits-are-far-reaching-but-implementation-is-key-to-success/
Gehrer, K., Fackler, S., Street, K., Gnambs, T., Lindorff, A., & Lockl, K. (2022). Editorial: Learning in times of COVID-19: students’, families’, and educators’ perspectives. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.915250
Rodriguez-Muniz, L., Aguilar-Gonzalez, A., Lindorff, A., & Muniz-Rodriguez, L. (2022). Undergraduates’ conceptions of mathematics teaching and learning: an empirical study. EDUCATIONAL STUDIES IN MATHEMATICS, 109(3), 523-547. https://doi.org/10.1007/s10649-021-10105-5
Strand, S., & Lindorff, A. (2021). Ethnic disproportionality in the identification of high incidence Special Educational Needs: a national longitudinal study ages 5-11. Exceptional Children, 87(3), 344-368. https://doi.org/10.1177/0014402921990895
Hall, J., Allan, A., Tomlinson, M., Kelly, A., & Lindorff, A. (2020). Negative capital: A generalised definition and application to educational effectiveness and equity. Oxford Review of Education, 47(3), 316-334. https://doi.org/10.1080/03054985.2020.1835626
Lindorff, A., Jensch, A., Kaiser, G., Walkington, C., & Sammons, P. (2020). Hybrid content-specific and generic approaches to lesson observation: Possibilities and practicalities. Studies in Educational Evaluation, 67. https://doi.org/10.1016/j.stueduc.2020.100919
Hall, J., Malmberg, L., 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, 43(4), 379-394. https://doi.org/10.1080/1743727X.2020.1735334
Lindorff, A., Hall, J., & Sammons, P. (2019). Investigating a Singapore-based mathematics textbook and teaching approach in classrooms in England. Frontiers in Education, 4(2019). https://doi.org/10.3389/feduc.2019.00037
Sammons, P., Kington, A., Lindorff, A., & 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. https://doi.org/10.1002/rev3.3141
Lindorff, A., & Sammons, P. (2018). Going beyond structured observations: Looking at classroom practice through a mixed method lens. ZDM, 50(3), 521-534. https://doi.org/10.1007/s11858-018-0915-7
Sammons, P., Kington, A., Lindorff, A., & Ortega, L. (2018). Context and Implications Document for: "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), 357-359. https://doi.org/10.1002/rev3.3146
Hall, J., & Lindorff, A. (2017). Children’s transitions to school: Relationships between preschool attendance, cortisol patterns, and effortful control. Educational and Developmental Psychologist, 34(1), 1-18. https://doi.org/10.1017/edp.2017.3
Sammons, P., Lindorff, A., Ortega, L., & Kington, A. (2016). Inspiring teaching: learning from exemplary practitioners. Journal of Professional Capital and Community. https://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(1), 47-57. https://doi.org/10.3233/RDA-2012-0076
Internet publication
INGRAM, J., SAMMONS, P., & LINDORFF, A. (2018). Observing effective mathematics teaching: a review of the literature. Education Development Trust. https://www.educationdevelopmenttrust.com/~/media/EDT/Reports/Research/2018/r-observing-mathematics-2018.pdf
Reports
LINDORFF, A., STIFF, J., & Kayton, H. (2023). PIRLS 2021: National Report for England. OUCEA, University of Oxford & Department for Education (England).
Lindorff, A., Sylva, K., Ereky-Stevens, K., & Joseph, A. (2022). Coaching Early Conversation, Interaction and Language (CECIL) Impact evaluation. Sutton Trust. https://ora.ox.ac.uk/objects/uuid:e2ac208a-e2fd-4340-8e70-a2b25a0fa6b8
Strand, S., & Lindorff, A. (2021). English as an additional language, proficiency in English and rate of progression: pupil, school and LA variation. University of Oxford, Unbound Philanthropy & The Bell Educational Trust Limited [Operating as The Bell Foundation]. https://ora.ox.ac.uk/objects/uuid:526db1c0-1e6f-4acf-a5c1-61ae8047227d
Ingram, J., Sammons, P., Lindorff, A., Mitchell, P., McDermott, T., Smith, K., & Voss, M. (2020). TALIS Video Study national report. Department for Education. https://ora.ox.ac.uk/objects/uuid:460fdefe-0409-4cee-9662-ce8710a5bf7d
Lindorff, A. (2020). The impact of promoting student wellbeing on student academic and non-academic outcomes: An analysis of the evidence. Oxford University Press - Oxford Impact. https://ora.ox.ac.uk/objects/uuid:2b562315-8876-4c1f-a173-76a7605ecfed
Strand, S., & Lindorff, A. (2020). English as an Additional Language: Proficiency in English, educational achievement and rate of progression in English language learning. Bell Foundation/Unbounded Philanthropy. https://ora.ox.ac.uk/objects/uuid:d8b2d983-f6fe-4c5a-b7e8-03f4119c143e
Strand, S., & Lindorff, A. (2018). Ethnic disproportionality in the identification of Special Educational Needs (SEN) in England: Extent, causes and consequences. University of Oxford. https://ora.ox.ac.uk/objects/uuid:a28b7858-994a-4474-9c4b-6962d1f6da41
Hall, J., Lindorff, A., & Sammons, P. (2016). Evaluation of the Impact and Implementation of Inspire Maths in Year 1 Classrooms in England. Department of Education, University of Oxford/OUP. https://global.oup.com/education/mastery/?region=uk
Sammons, P., Kington, A., Lindorff, A., & Ortega, L. (2014). Inspiring teachers: Perspectives and practices. In Inspiring teachers: Perspectives and practices. CfBT Education Trust. https://www.educationdevelopmenttrust.com/~/media/EDT/files/research/2014/r-inspiring-teachers-full-2014.pdf
