Department of Education

Dr Ariel Lindorff

Research Fellow

College Affiliation: Kellogg College

Ariel is a Research Fellow working on projects related to educational effectiveness and improvement, equity issues in education, classroom practice, and mathematics education.

Methodologically, her interest are in mixed methods and advanced quantitative methods. Her main teaching responsibilities include leading the MSc Research Design and Methodology pathway (from September 2018) and contributing to introductory/intermediate quantitative methods instruction.

Outside the department, she is also Course Tutor for a mixed methods short course in the Departmnt for Continuing Education. Ariel previously completed her DPhil here in the Department. She also 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.

  • Subjects Taught

    MSc Education (Research Design and Methodology)

Publications:

  • Featured Publications

    • Lindorff, A, Sammons, P (2018) “Going beyond structured observations: looking at classroom practice through a mixed method lens”, ZDM - Mathematics Education.
      DOI: http://doi.org/10.1007/s11858-018-0915-7

    • Sammons, P, Lindorff, AM, Ortega, L, Kington, A (2016) “Inspiring teaching: learning from exemplary practitioners”, Journal of Professional Capital and Community.
      DOI: http://doi.org/10.1108/JPCC-09-2015-0005

    • 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, 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.

    • Sammons, P, Kington, A, Lindorff, A, Ortega, L (2014) “Inspiring teachers: Perspectives and practices”, In: Inspiring teachers: Perspectives and practices. Reading: CfBT Education Trust.

  • 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

    • 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)

    • 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, 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)

    • 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)

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

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

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

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

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

  • Journal articles

    • Lindorff, A, Sammons, P (2018) “Going beyond structured observations: looking at classroom practice through a mixed method lens”, ZDM - Mathematics Education. 50(3) 521-534.
      DOI: http://doi.org/10.1007/s11858-018-0915-7

    • Hall, J, Lindorff, A (2017) “Children's Transition to School: Relationships Between Preschool Attendance, Cortisol Patterns, and Effortful Control”, The Educational and Developmental Psychologist. 34(01) 1-18.
      DOI: http://doi.org/10.1017/edp.2017.3

    • Sammons, P, Lindorff, AM, Ortega, L, Kington, A (2016) “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.

    • SAMMONS, P, Kington, A, LINDORFF, AM, Ortega, L “'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.

  • Reports

    • 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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