Department of Education

Victoria Elliott

Associate Professor of English and Literacy Education

College Affiliation: St Hilda's College

Velda Elliott is Associate Professor of English and Literacy Education. She is a curriculum tutor for the English PGCE and MSc Learning and Teaching.

She is also Director of Doctoral Research, in which role she leads doctoral training in the department. She is co-convenor of the Qualitative Methods Hub.

Velda was an English teacher in state schools in Yorkshire before undertaking doctoral research in OUCEA, gaining her doctorate in 2011. She has previously led the PGCE in English with Drama at the University of Warwick and been a Lecturer in English in Education at the University of York.

Velda researches in the fields of English in Education and Educational Assessment. Within the field of English, her work considers both what it means to be ‘good’ at English and what English, media and drama education are ‘good for’. Some of her work considers the ways in which English education relates to political priorities and desires. She is particularly interested in what knowledge looks like in the subject of English.

She contributes regularly to professional publications such as NATE’s Teaching English magazine. Velda also researches at the intersection of English literature and education, looking in particular at Shakespeare and ways in which his work is refigured in educational contexts. She works on the ways in which literary criticism is available to and used by teachers and students in secondary schools; she created the Twitter hashtag #LitCritForTeachers and regularly blogs about research articles on A level texts, making critical material available to schools who do not have access to academic journals. In assessment Velda is particularly interested in the way in which markers, especially examiners, make decisions, and the values and identities they espouse in doing so. She led the EEF review of the literature on written marking A Marked Improvement?

Velda was awarded the National Association for the Teaching of English Research Award in 2017 for her contribution to the field of English in Education.

Thesis

Associate Professor of English and Literacy Education

Funded Research Projects:

  • Classroom discourse in English Education Returning Carers’ Grant

    2018

    Vice-Chancellor’s Equality and Diversity Fund, University of Oxford

  • linearization of GCSE examinations Ofqual

    2015-2017

  • A Review of the Evidence on Written Marking The Educational Endowment

    2015-2016

Doctoral Applications

  • Curriculum, pedagogy and assessment in secondary English
  • Judgement in marking and assessment
  • Classroom interaction
  • Drama and theatre in education

Publications:

  • Featured Publications

    • Ingram, J, Elliott, V, Morin, C, Randhawa, A, Brown, C (2018) “Playing the system: incentives to "game' and educational ethics in school examination entry policies in England”, OXFORD REVIEW OF EDUCATION.
      DOI: http://doi.org/10.1080/03054985.2018.1496906

    • Elliott, V (2017) “What does a good one look like? Marking A-level English scripts in relation to others”, ENGLISH IN EDUCATION.
      DOI: http://doi.org/10.1111/eie.12133

    • Elliott, VF, Ingram, J (2016) “Using silence in classroom discussion”, In: M Giovanelli, D Clayton (eds.) Knowing about Language: Linguistics and the Secondary English Classroom. London: Routledge.

    • 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.

    • Ingram, J, Elliott, V (2016) “A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours”, CAMBRIDGE JOURNAL OF EDUCATION.
      DOI: http://doi.org/10.1080/0305764X.2015.1009365

    • ELLIOTT, VF “Thinking about the coding process in qualitative data analysis”, The Qualitative Report.

  • Book chapters

    • Elliott, VF, Ingram, J (2016) “Using silence in classroom discussion”, In: M Giovanelli, D Clayton (eds.) Knowing about Language: Linguistics and the Secondary English Classroom. London: Routledge.

  • Journal articles

    • Baird, J-A, Elliott, V (2018) “Metrics in educationcontrol and corruption”, OXFORD REVIEW OF EDUCATION. 44(5) 533-544.
      DOI: http://doi.org/10.1080/03054985.2018.1504858

    • Ingram, J, Elliott, V, Morin, C, Randhawa, A, Brown, C (2018) “Playing the system: incentives to "game' and educational ethics in school examination entry policies in England”, OXFORD REVIEW OF EDUCATION. 44(5) 545-562.
      DOI: http://doi.org/10.1080/03054985.2018.1496906

    • Elliott, V (2017) “Gender and the contemporary educational canon in the UK”, International Journal of English Studies. 17(2) 45-62.
      DOI: http://doi.org/10.6018/ijes/2017/2/264251

    • Elliott, V, Dingwall, N (2017) “Roles as a route to being ‘other’: drama-based interventions with at-risk students”, Emotional and Behavioural Difficulties. 22(1) 66-78.
      DOI: http://doi.org/10.1080/13632752.2017.1290875

    • Elliott, V (2017) “What does a good one look like? Marking A-level English scripts in relation to others”, ENGLISH IN EDUCATION. 51(1) 58-75.
      DOI: http://doi.org/10.1111/eie.12133

    • Elliott, V (2016) “"study what you most affect": Beginning teachers' preparedness to teach shakespeare”, CEA Critic. 78(2) 199-212.
      DOI: http://doi.org/10.1353/cea.2016.0014

    • Elliott, V, Hore, B (2016) “'Right nutrition, right values': the construction of food, youth and morality in the UK government 2010-2014”, CAMBRIDGE JOURNAL OF EDUCATION. 46(2) 177-193.
      DOI: http://doi.org/10.1080/0305764X.2016.1158785

    • Ingram, J, Elliott, V (2016) “A critical analysis of the role of wait time in classroom interactions and the effects on student and teacher interactional behaviours”, CAMBRIDGE JOURNAL OF EDUCATION. 46(1) 37-53.
      DOI: http://doi.org/10.1080/0305764X.2015.1009365

    • Ikeno, N, Fukazawa, H, Watanabe, J, Elliott, V, Shawyer, C, Olive, S, Davies, I (2015) “Putting the case for building a bridge between drama and citizenship education”, Citizenship Teaching and Learning. 10(3) 237-250.
      DOI: http://doi.org/10.1386/ctl.10.3.237_1

    • Elliott, V (2014) “The treasure house of a nation? Literary heritage, curriculum and devolution in Scotland and England in the twenty-first century”, The Curriculum Journal. 25(2) 282-300.
      DOI: http://doi.org/10.1080/09585176.2014.892017

    • Elliott, V (2014) “MARC: A Thought Experiment in the Morality of Automated Marking of English”, Changing English: Studies in Culture and Education. 21(4) 393-401.
      DOI: http://doi.org/10.1080/1358684X.2014.969000

    • Ingram, J, Elliott, V (2014) “Turn taking and 'wait time' in classroom interactions”, JOURNAL OF PRAGMATICS. 62 1-12.
      DOI: http://doi.org/10.1016/j.pragma.2013.12.002

    • Elliott, V (2013) “Empathetic projections and affect reactions in examiners of ‘A’ level English and History”, Assessment in Education: Principles, Policy & Practice. 20(3) 266-280.
      DOI: http://doi.org/10.1080/0969594X.2013.768597

    • ELLIOTT, VF “Thinking about the coding process in qualitative data analysis”, The Qualitative Report.

  • 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.

    • Baird, J-A, Ahmed, A, Hopfenbeck, T, Brown, C, Elliott, V (2013) Research evidence relating to proposals for reform of the GCSE. Oxford: Oxford University Centre for Educational Assessment.

  • Other

Follow Us