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Ian Thompson

Associate Professor of English Education | St Hugh's College

ian.thompson@education.ox.ac.uk

About me

Ian Thompson is an Associate Professor of English Education at the Department of Education and Director of the PGCE course. He is joint convenor of the Oxford Centre for Sociocultural and Activity Theory Research (OSAT) and a Fellow of St. Hugh’s College. He is also a member of the university’s English Faculty. Ian is currently co-PI on the £2.55 million ESRC funded project Excluded Lives: the Political Economies of School Exclusion and their Consequences.

After completing English Literature degrees at the Universities of Leicester and Victoria (Canada) Ian worked as a journalist, lecturer and theatre director. He then taught English for sixteen years in comprehensive secondary schools. Ian studied part time at the University of Bristol and completed his PhD in Education in 2010.

Ian was appointed to his post at the University of Oxford in 2011 where he teaches on the PGCE English course and on the MSc in Learning and Teaching. Ian also supervises several DPhil students. Ian has been PI and co-investigator on several mixed methods and qualitative research projects. These projects include: Collaboration for Teaching and Learning; The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People; and Disparities in School Exclusion across the UK. He was a core member of the recent BERA Commission for Poverty and Policy Advocacy. In his current research, Ian focuses on English pedagogy, school exclusion, initial teacher education, learning, and social justice in education from a Vygotskian and cultural historical theoretical perspective.

He publishes widely in the fields of cultural historical research, social justice in education, English education, and initial teacher education. Ian is currently Vice-President of the International Society for Cultural-Historical Activity Research.

Research

Books

Burn, K., Mutton, T., & Thompson, I. (2022). Practical Theorising in Teacher Education, Holding Theory and Practice Together. Taylor & Francis.

https://doi.org/10.4324/9781003183945
Thompson, I., & Ivinson, G. (2020). Introduction: the landscapes of poverty and education across the UK (pp. 1-10). Bristol University Press.

https://doi.org/10.56687/9781447330899-005
Thompson, I., & Ivinson, G. (2020). Poverty in Education Across the UK: A Comparative Analysis of Policy and Place (pp. 1-173).
Tatto, M., Burn, K., Menter, I., Mutton, T., & Thompson, I. (2017). Learning to Teach in England and the United States: The Evolution of Policy and Practice. Routledge.

https://doi.org/10.4324/9781315678382 https://ora.ox.ac.uk/objects/uuid:1f338bbe-a7c5-4b5e-9d32-2df2140da43d
Thompson, I. (2017). Tackling Social Disadvantage Through Teacher Education (I. Menter, Ed.; p. 84). Critical Publishing.

https://ora.ox.ac.uk/objects/uuid:4ac760e8-7951-47a2-81c9-7081b0c17472
Thompson, I. (2014). Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement.

Book chapters

Daniels, H., Thompson, I., & Tawell, A. (2024). Excluded Lives Questions of Agency and Transformation in Practices of Exclusion from School. In AGENCY AND TRANSFORMATION (pp. 139-161).

https://doi.org/10.1017/9781009153799.007
Daniels, H., Thompson, I., & Tawell, A. (2023). Excluded Lives. In Agency and Transformation (pp. 139-161). Cambridge University Press (CUP).

https://doi.org/10.1017/9781009153799.007
Thompson, I. (2023). School Exclusion, Inclusion, and Diversity: Implications for Initial Teacher Education. In Studying Teaching and Teacher Education (pp. 315-327). Emerald.

https://doi.org/10.1108/s1479-368720230000044030
Thompson, I. (2023). Subject disciplines and the construction of teachers’ identities. In I. Menter (Ed.), The Palgrave Handbook of Teacher Education Research (pp. 851-866). Springer.

https://doi.org/10.1007/978-3-031-16193-3_78 https://ora.ox.ac.uk/objects/uuid:d802d84d-0634-4452-8907-0c5c9f0671e2
Anderson, D., Basson, J., Blackstock, K., Buyers, T., Creighton, A., Gill, K., Hall, R., Maclean, M., McTaggart, M., Pearce, J., & Thompson, I. (2023). Health, social, and educational needs of parents and children affected by imprisonment in Scotland. In Prisoners’ Children: What are the Issues? (pp. 127-146).
Thompson, I. (2022). Identity formation in beginning English teachers. In K. Sadeghi & F. Ghaderi (Eds.), Theory and Practice in Second Language Teacher Identity (pp. 45-57). Springer.

https://doi.org/10.1007/978-3-031-13161-5_4 https://ora.ox.ac.uk/objects/uuid:2bef1f39-4eba-4408-a633-2690db425f78
Mulholland, M., Thompson, I., & Todd, J. (2022). Theorising practices of inclusive pedagogy: a challenge for initial teacher education. In K. Burn, T. Mutton, & I. Thompson (Eds.), Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 113-126). Routledge.

https://doi.org/10.4324/9781003183945 https://ora.ox.ac.uk/objects/uuid:232f876c-1dc4-4ab5-a519-3c540366aae0
Thompson, I., Tawell, A., & Daniels, H. (2022). School Influences on Attendance and Special Educational Needs. In Mental Health and Attendance at School (pp. 130-144). Cambridge University Press (CUP).

https://doi.org/10.1017/9781911623151.008
Thompson, I. (2022). The Possible in the Life and Work of Lev Vygotsky. In The Palgrave Encyclopedia of the Possible (pp. 1246-1253). Springer Nature.

https://doi.org/10.1007/978-3-030-90913-0_144
Thompson, I. (2022). The Possible in the Life and Work of Lev Vygotsky. In The Palgrave Encyclopedia of the Possible (pp. 1-8). Springer Nature.

https://doi.org/10.1007/978-3-319-98390-5_144-2
Burn, K., Mutton, T., & Thompson, I. (2022). THE ROLE OF PRACTICAL THEORISING IN TEACHER EDUCATION: Formulation, critique, defence and new challenges. In Practical Theorising in Teacher Education: Holding Theory and Practice Together (pp. 11-31).

https://doi.org/10.4324/9781003183945-3
Mutton, T., Burn, K., Thompson, I., & Childs, A. (2021). The complex policy landscape of initial teacher education in England: what’s the problem represented to be?. In D. Mayer (Ed.), Teacher education policy and research: Global perspectives (pp. 57-71). Springer.

https://doi.org/10.1007/978-981-16-3775-9_5 https://ora.ox.ac.uk/objects/uuid:1ad17c79-63ba-4172-8fa0-e33118050611
Mutton, T., Burn, K., Thompson, I., & Childs, A. (2021). The Complex Policy Landscape of Initial Teacher Education in England: What’s the Problem Represented to Be?. In Teacher Education Policy and Research (pp. 57-71). Springer Nature.

https://doi.org/10.1007/978-981-16-3775-9_5
Ivinson, G., & Thompson, I. (2020). Policy, education and poverty across the UK. In Poverty in Education Across the UK: A Comparative Analysis of Policy and Place (pp. 11-36).
Thompson, I. (2020). Poverty and education in England: a school system in crisis. In Poverty in Education Across the UK (pp. 115-140). Bristol University Press.

https://doi.org/10.1332/policypress/9781447327981.003.0006
Thompson, I. (2020). Learning the pedagogy of potential: social inclusion and teacher education. In R. Papa (Ed.), Handbook on Promoting Social Justice in Education (pp. 1321-1340). Springer.

https://doi.org/10.1007/978-3-030-14625-2_6 https://ora.ox.ac.uk/objects/uuid:c8c72a75-2d84-4d20-b798-8b94fc62f2e0
Thompson, I. (2020). Vygotsky. In The Palgrave Encyclopedia of the Possible (pp. 1-8). Springer Nature.

https://doi.org/10.1007/978-3-319-98390-5_144-1
Thompson, I. (2019). Commentary to Part 1: Perspectives on the challenge of globalization. In P. Hviid & M. Märtsin (Eds.), Culture in Education and Education in Culture (pp. 47-54). Springer.

https://doi.org/10.1007/978-3-030-28412-1_4 https://ora.ox.ac.uk/objects/uuid:8b9d950d-0251-46a9-aecf-e68b7a2bfcaa
Burn, K., Mutton, T., Thompson, I., Ingram, J., McNicholl, J., & Firth, R. (2019). The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty. In Poverty Discourses in Teacher Education (pp. 61-77). Taylor & Francis.

https://doi.org/10.4324/9781351201759-6
Ellis, S., Thompson, I., McNicholl, J., & Thomson, J. (2019). Student teachers’ perceptions of the effects of poverty on learners’ educational attainment and well-being: perspectives from England and Scotland. In Poverty Discourses in Teacher Education (pp. 110-126). Taylor & Francis.

https://doi.org/10.4324/9781351201759-9
Thompson, I. (2019). Commentary to Part I: Perspectives on the Challenge of Globalization. In CULTURE IN EDUCATION AND EDUCATION IN CULTURE: TENSIONED DIALOGUES AND CREATIVE CONSTRUCTIONS (pp. 47-54).

https://doi.org/10.1007/978-3-030-28412-1_4
Thompson, I. (2019). Learning the Pedagogy of Potential: Social Inclusion and Teacher Education. In Handbook on Promoting Social Justice in Education (pp. 1-21). Springer Nature.

https://doi.org/10.1007/978-3-319-74078-2_6-1
Brocklehurst, D., & Thompson, I. (2018). Double stimulation for reluctant readers: a literature circle intervention in a secondary English classroom. In G. Stylianides & A. Childs (Eds.), Classroom-based Interventions Across Subject Areas: Research to Understand What Works in Education (pp. 7-23). Routledge.

https://doi.org/10.4324/9781315170077 https://ora.ox.ac.uk/objects/uuid:55bbafb4-ccc1-4f7b-8d79-ab8b8f7f86db
Nelson-Addy, L., Dingwall, N., Elliott, V., & Thompson, I. (2018). Back to the future. In The Future of English Teaching Worldwide (pp. 191-202). Taylor & Francis.

https://doi.org/10.4324/9781351024464-15
NELSON-ADDY, L., DINGWALL, N., ELLIOTT, V., & THOMPSON, I. (2018). Back to the Future: the restoration of canon and the backlash against multiculturalism in secondary English curricula. In The Future of English Teaching Worldwide Celebrating 50 Years from the Dartmouth Conference. Routledge.
Thompson, I. (2018). Challenging beginning teachers’ misconceptions of the effects of poverty on educational attainment in an initial teacher education programme in England. In S. Gannon, R. Hattam, & W. Sawyer (Eds.), Resisting Educational Inequality: Reframing policy and practice in schools serving vulnerable communities. Routledge.

https://doi.org/10.4324/9781315109268 https://ora.ox.ac.uk/objects/uuid:02980bb9-deb8-43b7-9764-a40a68f49743
Thompson, I. (2018). Challenging beginning teachers’ misconceptions of the effects of poverty on educational attainment in an initial teacher education programme in England. In Resisting Educational Inequality (pp. 61-69). Taylor & Francis.

https://doi.org/10.4324/9781315109268-6
Menter, I., & Thompson, I. (2017). Closing the Evidence Gap? The challenges of the research design of the Closing the Gap: Test and Learn project. In A. Childs & I. Menter (Eds.), Mobilising Teacher Researchers: Challenging Educational Inequality. Routledge.

https://doi.org/10.4324/9781315160320 https://ora.ox.ac.uk/objects/uuid:f278e38a-fdd6-47eb-949d-41e42057459c
Childs, A., Firth, R., & Thompson, I. (2017). Who, how and why? Motives and agendas for key stakeholders in closing the gap. In Mobilising Teacher Researchers: Challenging Educational Inequality (pp. 11-33).

https://doi.org/10.4324/9781315160320
Thompson, I. (2015). Communication, culture, and conceptual learning: task design in the English classroom. In I. Thompson (Ed.), Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement (pp. 86-106). Routledge.

https://ora.ox.ac.uk/objects/uuid:164308b8-9035-41b5-bf5a-34a69578b9ac
Stylianides, G., & Watson, A. (2014). The interplay between mathematics and pedagogy: Designing tasks for mathematics teacher education. In I. Thompson (Ed.), Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement (pp. 47-69). Routledge.
Childs, A., & McNicholl, J. (2014). Practical theorizing: designing tasks for science explanations. In I. Thompson (Ed.), Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement. Routledge.
Mutton, T., & Woore, R. (2014). Promoting Learning: Task design in the Foreign Language classroom. In I. Thompson (Ed.), Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement. Routledge.
Firth, R. (2014). Disciplinary Knowledge and Task Design in Geography. In I. Thompson (Ed.), Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement (pp. 70-85). Routledge.
Fancourt, N. (2014). Insiders and Outsiders: Task design in learning about religions. In I. Thompson (Ed.), Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement. Routledge.
Thompson, I. (2014). Introduction: tasks, concepts, and subject knowledge. In I. Thompson (Ed.), Designing Tasks in Secondary Education. Routledge.

https://ora.ox.ac.uk/objects/uuid:d2a927cf-6b11-4fa7-a64a-910217eabbc6

Conference papers

Thompson, I., Daniels, H., Ortega, L., & Tawell, A. (2017, August 28). A social network analysis of school advice-seeking patterns to support vulnerable learners: A critical methodological account. 5th International Congress of the International Society for Cultural-Historical Activity Research, August 28th - September 1st 2017, Quebec, Canada.

https://ora.ox.ac.uk/objects/uuid:480018af-3c53-4574-a21d-6afbd4f987f8
Tawell, A., Thompson, I., Daniels, H., & Rubtsova, O. (2016). Being Other: Transforming the social situation of development through drama. The Materials of the International Symposium "Scientific School of Vygotsky: Traditions & Innovations" 27-28th June 2016, Moscow. Moscow State University of Psychology & Education, 324-330.
Menter, I., Mutton, T., & Thompson, I. (2013, January 1). Poverty and Initial Teacher Education: Policy, Practice, and Social Justice.
Ellis, V., & Thompson, I. (2013, January 1). Developing Students’ Knowledge of Phonics in Secondary Teacher Education.
Thompson, I., Spencer, I., & McNicholl, J. (2013, January 1). Student Teachers’ Perceptions of Poverty.
Thompson, I. (2013, January 1). Learning to Teach Writing in culturally Diverse Settings: Complexity and Contradiction for the Student Teacher.
Thompson, I., & Wittek, L. (2012, January 1). Writing as a Complex Activity: Mediating the Development of Mind.
Thompson, I. (2011, January 1). The Construction of Zones of Proximal Development through Classroom Interaction.
Thompson, I. (2011, January 1). Writing Through Mediated Activity.

Journal articles

Jiang, X., & Thompson, I. (2025). Families’ Social Capital and School Participation of Children with Developmental Disabilities in China. Disability & Society.

https://doi.org/10.1080/09687599.2025.2494145
Childs, A., Gyamtso, D., Tenzin, W., Sopromadze, N., & Thompson, I. (2025). A study of teacher quality in Bhutan: issues and challenges for initial teacher education and continuing professional development. Asia-Pacific Journal of Teacher Education.

https://doi.org/10.1080/1359866X.2025.2478860 https://ora.ox.ac.uk/objects/uuid:041b35f4-b443-46b7-aa18-f0303432984d
Gyamtso, D., Tensin, W., Childs, A., Sopromadze, N., & Thompson, I. (2024). A Study of Teacher Quality in Bhutan: issues and challenges for initial teacher education and continuing professional development. Asia-Pacific Journal of Teacher Education.
McCluskey, G., Duffy, G., Power, S., Robinson, G., Tawell, A., Taylor, A., Templeton, M., & Thompson, I. (2024). School exclusion policies across the UK: convergence and divergence. Oxford Review of Education, 50(6), 760-776.

https://doi.org/10.1080/03054985.2024.2376609 https://ora.ox.ac.uk/objects/uuid:90a328c5-8bca-463c-ad11-b51e550b05fe
Daniels, H., & Thompson, I. (2024). Excluded lives: a ‘home-international’ comparison of school exclusion. Oxford Review of Education, 50(6), 749-759.

https://doi.org/10.1080/03054985.2024.2398885 https://ora.ox.ac.uk/objects/uuid:0860436b-1d62-4b31-a055-7f4e87f25198
Obsuth, I., Madia, J., Thompson, I., Murray, A., & Daniels, H. (2023). The impact of school exclusion in childhood on health and well-being outcomes in adulthood: estimating causal effects using inverse probability of treatment weighting. British Journal of Educational Psychology, 94(2), 460-473.

https://doi.org/10.1111/bjep.12656 https://ora.ox.ac.uk/objects/uuid:b24cc570-9402-426e-ac9f-7d40eda52f4c
Daniels, H., Thompson, I., & Emery, H. (2023). Difference and school exclusion in a time of COVID-19. International Journal of Inclusive Education.

https://doi.org/10.1080/13603116.2023.2274110 https://ora.ox.ac.uk/objects/uuid:e799b670-7eee-4f93-8d59-68859a9e56a2
Echeita, G., Weiss, S., & Thompson, I. (2023). Review: "The Inclusion Illusion. How children with special educational needs experience mainstream schools". European Journal of Special Needs Education, 38(4), 588-597.

https://doi.org/10.1080/08856257.2023.2215040 https://ora.ox.ac.uk/objects/uuid:cdfda653-cf63-4e98-9a57-4398da456120
Thompson, I., Nurse, L., & Fazel, M. (2023). Tensions in cultural identity and sense of belonging for internally displaced adolescents in Ukraine. Child Care in Practice, 29(3), 319-334.

https://doi.org/10.1080/13575279.2023.2199192 https://ora.ox.ac.uk/objects/uuid:ebe8bd09-984b-4df7-be76-a4e76ce02f15
Thompson, I. (2022). Learning to teach English and the language arts: a Vygotskian perspective on beginning teachers’ pedagogical concept development. English in Education, 56(4), 401-402.

https://doi.org/10.1080/04250494.2022.2111119 https://ora.ox.ac.uk/objects/uuid:4cead0d3-549b-4f53-b32a-3675784b4f5e
Daniels, H., Porter, J., & Thompson, I. (2022). What Counts as Evidence in the Understanding of School Exclusion in England?. FRONTIERS IN EDUCATION, 7.

https://doi.org/10.3389/feduc.2022.929912
Porter, J., Daniels, H., & Thompson, I. (2022). What counts as evidence in the understanding of school exclusion in England?. Frontiers in Education, 7.

https://doi.org/10.3389/feduc.2022.929912 https://ora.ox.ac.uk/objects/uuid:4d9cb23f-9008-44cd-9aa6-8c7a6bed3be5
Daniels, H., Thompson, I., Tse, H., & Porter, J. (2022). Learning lessons from the collaborative design of guidance for new build schools. European Educational Research Journal, 21(4), 585-601.

https://doi.org/10.1177/14749041221080892 https://ora.ox.ac.uk/objects/uuid:7dd8d56d-ba1c-48f9-861d-e8ef4ca32884
Madia, J., Obsuth, I., Thompson, I., Daniels, H., & Murray, A. (2022). Long-term labour market and economic consequences of school exclusions in England: evidence from two counterfactual approaches. British Journal of Educational Psychology, 92, 801-816.

https://doi.org/10.1111/bjep.12487 https://ora.ox.ac.uk/objects/uuid:a919b123-ffb0-4eee-a721-8f6b9699db31
Thompson, I., Tawell, A., & Daniels, H. (2021). Excluded lives special issue. Emotional and Behavioural Difficulties, 26(1), 1-2.

https://doi.org/10.1080/13632752.2021.1903172 https://ora.ox.ac.uk/objects/uuid:e678816f-0818-4c94-8e6c-71d77c857d71
Deppeler, J., Thompson, I., & Corrigan, D. (2021). International studies of school design - lessons for Europe on innovation and risk. European Educational Research Journal, 21(4), 561-567.

https://doi.org/10.1177/14749041211014604 https://ora.ox.ac.uk/objects/uuid:f092a9ad-a1fc-4db2-b66e-f91d41c00bae
Thompson, I., Tawell, A., & Daniels, H. (2021). Conflicts in professional concern and the exclusion of pupils with SEMH in England. Emotional and Behavioural Difficulties, 26(1), 31-45.

https://doi.org/10.1080/13632752.2021.1898769 https://ora.ox.ac.uk/objects/uuid:d2117944-6d65-4abb-9d22-ff06e3e3dba2
Oancea, A., Fancourt, N., Robson, J., Thompson, I., Childs, A., & Nuseibeh, N. (2021). Research capacity-building in teacher education. Oxford Review of Education, 47(1), 98-119.

https://doi.org/10.1080/03054985.2020.1842184 https://ora.ox.ac.uk/objects/uuid:a85cabe2-e920-4fe4-9b46-45ff7689f641
Ortega, L., Boda, Z., Thompson, I., & Daniels, H. (2019). Understanding the structure of school staff advice relations: an inferential social network perspective. International Journal of Educational Research, 99.

https://doi.org/10.1016/j.ijer.2019.101517 https://ora.ox.ac.uk/objects/uuid:16ab459a-e576-4f1e-ae3b-f0ba54bf9cda
Ortega, L., Thompson, I., & Daniels, H. (2019). School staff advice-seeking patterns regarding support for vulnerable students. Journal of Educational Administration, 58(2), 151-170.

https://doi.org/10.1108/JEA-12-2018-0236 https://ora.ox.ac.uk/objects/uuid:2585b406-edd3-4d7a-bd0b-05502f01fd4e
Daniels, H., Thompson, I., & Tawell, A. (2019). Practices of exclusion in cultures of inclusive schooling in the United Kingdom. Revista Publicaciones, 49(3), 23-36.

https://doi.org/10.30827/publicaciones.v49i3.11402 https://ora.ox.ac.uk/objects/uuid:d8789ac3-055e-4dbc-aabc-869bc28fe169
McCluskey, G., Cole, T., Daniels, H., Thompson, I., & Tawell, A. (2019). Exclusion from school in Scotland and across the UK: Contrasts and questions. British Educational Research Journal, 45(6), 1140-1159.

https://doi.org/10.1002/berj.3555 https://ora.ox.ac.uk/objects/uuid:b0f42312-bfb0-442d-8eda-88ee49d4273a
Cole, T., McCluskey, G., Daniels, H., Thompson, I., & Tawell, A. (2019). Factors associated with high and low levels of school exclusions: comparing the English and wider UK experience. Emotional and Behavioural Difficulties, 24(4), 374-390.

https://doi.org/10.1080/13632752.2019.1628340 https://ora.ox.ac.uk/objects/uuid:a6f88091-75a8-4422-9d23-09096852aaf6
Daniels, H., Thompson, I., & Tawell, A. (2019). After Warnock: the effects of perverse incentives in policies in England for students with Special Educational Needs. Frontiers in Education, 4.

https://doi.org/10.3389/feduc.2019.00036 https://ora.ox.ac.uk/objects/uuid:89d1332f-b1c0-439d-9646-0eb19d6bd882
Thompson, I., Willemse, M., Mutton, T., Burn, K., & de Bruïne, E. (2018). Teacher Education and Family-School Partnerships in different contexts: A cross country analysis of national teacher education frameworks across a range of European countries. Journal of Education for Teaching, 44(3), 258-277.

https://doi.org/10.1080/02607476.2018.1465621 https://ora.ox.ac.uk/objects/uuid:c9f4e495-9fab-4b09-aba1-f40cf5bfe45f
Willemse, T., Thompson, I., Vanderlinde, R., & Mutton, T. (2018). Family-school partnerships: a challenge for Teacher Education. Journal of Education for Teaching, 44(3), 252-257.

https://doi.org/10.1080/02607476.2018.1465545 https://ora.ox.ac.uk/objects/uuid:42b50ef5-bccc-4b88-9586-ef873065d208
Mutton, T., Burn, K., & Thompson, I. (2018). Preparation for family-school partnerships within initial teacher education programmes in England. Journal of Education for Teaching, 44(3), 278-295.

https://doi.org/10.1080/02607476.2018.1465624 https://ora.ox.ac.uk/objects/uuid:3e27b2cd-6f5c-4a9e-83be-788dc779417e
Ivinson, G., Thompson, I., Beckett, L., Egan, R., Leitch, R., & McKinney, S. (2017). Learning the price of poverty across the UK. Policy Futures in Education, 16(2), 130-143.

https://doi.org/10.1177/1478210317736224 https://ora.ox.ac.uk/objects/uuid:d9774f31-611d-4d17-89ae-f03176854e25
Thompson, I., & Tawell, A. (2017). Becoming other: social and emotional development through the creative arts for young people with behavioural difficulties. Emotional and Behavioural Difficulties, 22(1), 18-34.

https://doi.org/10.1080/13632752.2017.1287342 https://ora.ox.ac.uk/objects/uuid:6054444d-cd9a-4a93-8a11-cd913480162b
Thompson, I., & Wittek, A. (2016). Writing as a mediational tool for learning in the collaborative composition of texts. Learning, Culture and Social Interaction.

https://doi.org/10.1016/j.lcsi.2016.05.004
Thompson, I. (2016). Researching contradictions: Cultural Historical Activity Theory Research (CHAT) in the English classroom. English in Australia, 50(3), 21-26.

https://ora.ox.ac.uk/objects/uuid:a518431f-6885-4337-9331-1d968e959818
Thompson, I., Ellis, S., McNicholl, J., & Thomson, J. (2016). Student teachers’ perceptions of the effects of poverty on learners’ educational attainment and well-being: perspectives from England and Scotland. Journal of Education for Teaching, 42(4), 483-499.

https://doi.org/10.1080/02607476.2016.1215542 https://ora.ox.ac.uk/objects/uuid:6f6f4a85-7781-42be-a4f4-6c5a2fe4e21c
Burn, K., Mutton, T., Thompson, I., Ingram, J., McNicholl, J., & Firth, R. (2016). The impact of adopting a research orientation towards use of the Pupil Premium Grant in preparing beginning teachers in England to understand and work effectively with young people living in poverty. Journal of Education for Teaching, 42(4), 434-450.

https://doi.org/10.1080/02607476.2016.1215551 https://ora.ox.ac.uk/objects/uuid:3724f420-52bb-41d5-bc78-91dba87bc596
Thompson, I., & Wittek, A. (2016). Writing as a mediational tool for learning in the collaborative composition of texts. Learning, Culture and Social Interaction, 11, 85-96.

https://doi.org/10.1016/j.lcsi.2016.05.004 https://ora.ox.ac.uk/objects/uuid:f4ab7866-1e4e-4f14-b019-a32b1e32210b
Thompson, I., McNicholl, J., & Menter, I. (2016). Student teachers’ perceptions of poverty and educational achievement. Oxford Review of Education, 42(2), 214-229.

https://doi.org/10.1080/03054985.2016.1164130 https://ora.ox.ac.uk/objects/uuid:d88abc2d-5039-4ed8-baf5-2c6c59e25458
Thompson, I. (2013). The Mediation of Learning in the Zone of Proximal Development through a Co-constructed Writing Activity. Research in the Teaching of English, 47(3), 247-276.

https://ora.ox.ac.uk/objects/uuid:406e20aa-3d45-4f3a-8893-8c7e05de59be
Thompson, I. (2012). Planes of communicative activity in collaborative writing. Changing English, 19(2), 209-220.

https://doi.org/10.1080/1358684X.2012.680766 https://ora.ox.ac.uk/objects/uuid:cad638a7-292e-4e65-9fb0-a7c52d8a4fe2
Thompson, I. (2012). Stimulating reluctant writers: a Vygotskian approach to teaching writing in secondary schools. English in Education, 46(1), 85-100.

https://doi.org/10.1111/j.1754-8845.2011.01117.x
Howard, J., & Thompson, I. (1998). First class way to develop a brain. Nature, 396(6708), 219-221.

https://doi.org/10.1038/24274
Thompson, I., Ivinson, G., Beckett, L., Egan, D., Leitch, R., & McKinney, S. (n.d.). Learning the price of poverty across the UK. Policy Futures in Education.

Reports

Emery, H., Tawell, A., & Thompson, I. (2025). Equity by design: ‘Our children, our responsibility’: policy and practice recommendations for developing school inclusion and reducing school exclusion in England. Excluded Lives, Department of Education, University of Oxford.

https://doi.org/10.5287/ora-kegareyay https://ora.ox.ac.uk/objects/uuid:4471b5fa-ea06-486c-8c0b-74fcc52ba9f3
Porter, J., Robinson, G., Tawell, A., & Taylor, A. (2025). Staff conceptualisations of risk and vulnerability and young people at risk of exclusion: comparisons within the UK (I. Thompson, Ed.). Department of Education, University of Oxford.

https://ora.ox.ac.uk/objects/uuid:534c0587-8b9c-4d5e-95bd-55a8ae08054c
Power, S., Bridgeman, J., Duffy, G., McCluskey, G., Tawell, A., & Taylor, A. (2024). The varied landscape of alternative education provision in the UK: a home international comparison (I. Thompson, Ed.). Department of Education, University of Oxford.

https://doi.org/10.5287/ora-0z1zoy0km https://ora.ox.ac.uk/objects/uuid:b9453bd9-6843-4e32-8842-035e3d9a5b84
Fancourt, N., Oancea, A., Thompson, I., Robson, J., & Childs, A. (2017). Evaluation of wiserdeducation: a report to HEFCW. In HEFCW External Report. HEFCW.

https://ora.ox.ac.uk/objects/uuid:4377edfa-2672-4f3b-9b91-1db3371e59c0
Ivinson, G., Beckett, L., Thompson, I., Wrigley, T., Egan, D., Leitch, R., & McKinney, S. (2017). The research commission on poverty and policy advocacy (pp. 1-11). British Educational Research Association.

https://ora.ox.ac.uk/objects/uuid:0908d3d8-afb5-42cd-8d76-f7936876b337
Elliott, V., BAIRD, J., Hopfenbeck, T., Ingram, J., Thompson, I., Usher, N., Zantout, M., Richardson, J., & Coleman, R. (2016). A marked improvement? A review of the evidence on written marking. Education Endowment Foundation.

https://educationendowmentfoundation.org.uk/public/files/Publications/EEF_Marking_Review_April_2016.pdf
Tawell, A., Thompson, I., Daniels, H., & al., E. (2015). Being Other: The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People. In Oxford University Department of Education. Oxford University Department of Education.

https://ora.ox.ac.uk/objects/uuid:54de1398-fcd3-4849-b5f0-0799da9cd1d7