Jamie is a first-year DPhil candidate in Education, funded by an ESRC Grand Union DTP studentship.
His DPhil research will explore the role that reading proficiency plays in pupils’ performance in national (Key Stage 2) and international (TIMSS) assessments of primary mathematics. In particular, his research will assess the extent to which children with low reading proficiency in English are negatively affected by the language used in these test-items, and how this can be reduced through changes to test-item language. His DPhil is supervised by Dr. Joshua McGrane and Dr. Therese N. Hopfenbeck.
Prior to his DPhil, Jamie completed his undergraduate degree in Experimental Psychology, and his MSc in Education, both at the University of Oxford. He previously worked as a 1:1 special-educational-needs teaching assistant in an Oxfordshire primary school, and since June 2017, he has worked as a research assistant at the Oxford University Centre for Educational Assessment (OUCEA). His main role has been as a co-author of England’s National Report for the Progress in International Reading Literacy Study (PIRLS).
Title of Thesis
The moderating role of reading proficiency in pupils’ performance on national and international assessments of primary mathematics
- McGrane, J., Stiff, J., Baird, J., Lenkeit, J., & Hopfenbeck, T. (2017). Progress in International Reading Literacy Study (PIRLS): National report for England. London: Department for Education.