Department of Education

Ian Thompson

Associate Professor of English Education & Director of PGCE

College Affiliation: St Hugh's College

Ian Thompson is an Associate Professor of English Education where he currently is the 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.

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.

Funded Research Projects:

  • Disparities in rates of permanent exclusion from school across the UK

    April 2017-Sep 2018

    John Fell Fund

Publications:

  • Featured Publications

    • Elliott, VF, Baird, J-A, Hopfenbeck, TN, 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.

    • Tawell, A, Thompson, I, Daniels, H, Elliott, V, Dingwall, N (2015) Being Other: The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People. Oxford University Department of Education.

    • Thompson, IC (2014) “Communication, Culture, and Conceptual Learning: Task design in the English classroom”, In: IC Thompson (ed.) Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement.. Routledge.

    • Thompson, I (2014) Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement.

  • Books

    • Tatto, MT, 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.

    • Thompson, I (2017) Tackling Social Disadvantage Through Teacher Education.

    • Thompson, I (2014) Designing Tasks in Secondary Education Enhancing Subject Understanding and Student Engagement.

  • Book chapters

    • Thompson, IC, Menter, I (2018) “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. Abingdon, Oxon: Routledge.

    • 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. 11-33
      DOI: http://doi.org/10.4324/9781315160320

    • Thompson, IC (2014) “Communication, Culture, and Conceptual Learning: Task design in the English classroom”, In: IC Thompson (ed.) Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement.. Routledge.

    • Thompson, IC, Brocklehurst, D “Double Stimulation for Reluctant Readers: a Literature Circle Intervention in a Secondary English Classroom.”, In: G Stylianides, A Childs (eds.) Classroom-based Interventions in Different Subject Areas.. Routledge.

    • Thompson, IC “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.

    • Thompson, IC “Introduction: Tasks, Concepts, and Subject Knowledge”, In: IC Thompson (ed.) Designing Tasks in Secondary Education: Enhancing subject understanding and student engagement. Routledge.

  • Conference papers

    • Tawell, A, Thompson, IC, Daniels, H, Rubtsova, O (2016) Tawell, A., Thompson, I., Daniels, H. and Rubtsova, O. (2016). Being Other: Transforming the social situation of development through drama. In: The materials of international symposium: scientific school of L.A. Vygotsky: traditions & innovations, 27-28th June 2016, Moscow. Moscow State University of Psychology & Education, pp.324-330..

    • Ellis, V, Thompson, I (2013) Developing Students’ Knowledge of Phonics in Secondary Teacher Education. (Liverpool)

    • Thompson, I, Spencer, I, McNicholl, J (2013) Student Teachers’ Perceptions of Poverty. (Brighton)

    • Thompson, I (2013) Learning to Teach Writing in culturally Diverse Settings: Complexity and Contradiction for the Student Teacher. (Munich)

    • Menter, I, Mutton, T, Thompson, I (2013) Poverty and Initial Teacher Education: Policy, Practice, and Social Justice. (Istanbul)

    • Thompson, I, Wittek, L (2012) Writing as a Complex Activity: Mediating the Development of Mind. (Belgrade)

    • Thompson, I (2011) The Construction of Zones of Proximal Development through Classroom Interaction. (Rome)

    • Thompson, I (2011) Writing Through Mediated Activity. (Oxford)

    • Thompson, IC, Daniels, H A Social Network Analysis of School Advice-Seeking Patterns to Support Vulnerable Learners: A Critical Methodological Account.

  • Journal articles

    • Willemse, TM, Thompson, I, Vanderlinde, R, Mutton, T (2018) “Family-school partnerships: a challenge for teacher education”, JOURNAL OF EDUCATION FOR TEACHING. 44(3) 252-257.
      DOI: http://doi.org/10.1080/02607476.2018.1465545

    • 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.
      DOI: http://doi.org/10.1080/02607476.2018.1465624

    • Thompson, I, Willemse, M, Mutton, T, Burn, K, De Bruine, 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.
      DOI: http://doi.org/10.1080/02607476.2018.1465621

    • Ivinson, G, Thompson, I, Beckett, L, Egan, D, Leitch, R, McKinney, S (2018) “Learning the price of poverty across the UK”, Policy Futures in Education. 16(2) 130-143.
      DOI: http://doi.org/10.1177/1478210317736224

    • 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.
      DOI: http://doi.org/10.1080/13632752.2017.1287342

    • 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.
      DOI: http://doi.org/10.1080/02607476.2016.1215551

    • Ellis, S, Thompson, I, 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.
      DOI: http://doi.org/10.1080/02607476.2016.1215542

    • Thompson, I, Wittek, AL (2016) “Writing as a mediational tool for learning in the collaborative composition of texts”, LEARNING CULTURE AND SOCIAL INTERACTION. 11 85-96.
      DOI: http://doi.org/10.1016/j.lcsi.2016.05.004

    • Thompson, I, McNicholl, J, Menter, I (2016) “Student teachers' perceptions of poverty and educational achievement”, OXFORD REVIEW OF EDUCATION. 42(2) 214-229.
      DOI: http://doi.org/10.1080/03054985.2016.1164130

    • Thompson, I (2015) “Researching Contradictions: Cultural Historical Activity Theory Research (CHAT) in the English Classroom”, ENGLISH IN AUSTRALIA. 50(3) 21-26.

    • 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.

    • Thompson, I (2012) “Stimulating reluctant writers: a Vygotskian approach to teaching writing in secondary schools”, ENGLISH IN EDUCATION. 46(1) 85-100.
      DOI: http://doi.org/10.1111/j.1754-8845.2011.01117.x

    • Thompson, I (2012) “Planes of communicative activity in collaborative writing”, Changing English: Studies in Culture and Education. 19(2) 209-220.
      DOI: http://doi.org/10.1080/1358684X.2012.680766

  • Reports

    • Elliott, VF, Baird, J-A, Hopfenbeck, TN, 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.

    • Tawell, A, Thompson, I, Daniels, H, Elliott, V, Dingwall, N (2015) Being Other: The Effectiveness of Arts Based Approaches in Engaging with Disaffected Young People. Oxford University Department of Education.

    • Thompson, IC, Ivinson, G, Beckett, L, Wrigley, T, Egan, D, Leitch, R, McKinney, S The Research Commission on Poverty and Policy Advocacy. BERA.

  • Other

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