Fiona Jelley is a senior researcher currently working on the KindOx project. She is based primarily in the Families, Effective Learning, and Literacy (FELL) research group, and is also affiliated with the Applied Linguistics and Learning and New Technologies groups.
The Kinder-Oxford Research Programme (KindOx) is a collaboration between Ferrero International and the Department of Education focused on investigating key issues in children’s learning through digital technologies with a view to better understanding and potentially enhancing this process. Two key strands of work in the project will focus on parental engagement and the development of children’s language and literacy skills.
Fiona’s main research interest is in evaluations of interventions designed to enhance young children’s development, and especially in ways in which development can be shaped through engaging parents in their children’s learning. She is also interested in the way technology can be used in supporting both children’s learning and parents’ engagement.
Before joining the Department, Fiona gained a first-class honours degree in Psychology from The University of Bath. She has been involved in several research projects in the Department. Most recently, Fiona led the evaluation team for the Parental Engagement Fund (PEF) project. The Fund, launched by Esmée Fairbairn Foundation and The Sutton Trust, supported six organisations in their work on engaging parents in their children’s learning, and helped them to consider their measurement of impact and develop their evidence base in order to improve delivery. For further information and a list of the research reports from the project, see: https://www.suttontrust.com/our-programmes/parental-engagement-fund/.
She has been co-principal investigator on a project implementing the SPOKES programme (Supporting Parents on Kids’ Education), which aims to help parents support their children’s reading at home, and senior researcher for Helping Children Achieve (HCA), a randomised controlled trial investigating the effects of two parenting interventions designed to enhance children’s behaviour and literacy development. She has also been part of a team working with Oxford University Press on new and innovative ways that technology can support young children’s reading.