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Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professional Entanglements Between Educational Psychologists and Psychiatrists, Nordic Journal of Educational History, Vol. 5, no. 1, pp. 73–96

Ørskov, F. F., & Ydesen, C. (2018). Playing the game of IQ testing in England and Denmark in the 1930s–1960s—a socio-material perspective. Oxford Review of Education, 44(5), 599–615. https://doi.org/10.1080/03054985.2018.1491397

Kelly, P., Andreasen, K. E., Kousholt, K., McNess, E., & Ydesen, C. (2017). Education governance and standardised tests in Denmark and England. In: Journal of Education Policy, 1–20. https://doi.org/10.1080/02680939.2017.1360518

Padovan-Özdemir, M. & Ydesen, C. (2016) Professional Encounters with the Post-WWII Immigrant – A Privileged Prism for Studying the Shaping of European Welfare Nation-States. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5

Myers, K. & Ydesen, C. (2016) The Imperial Welfare State? Decolonization, education and professional interventions on immigrant children in Birmingham, 1948-1971. In: Paedagogica Historica, Themed Issue: Shaping European Welfare Nation-States through Professional Encounters with the Post-WWII Immigrant, Padovan-Özdemir, M. & Ydesen, C. guest eds., 52:5, DOI: 10.1080/00309230.2016.1192207

Andreasen, K.E. & Ydesen, C. (2016) Educating for peace: The role and impact of international organisations in interwar and post-war Danish school experiments, 1918–1975. In: Nordic Journal of Educational History, vol. 2. No. 2, pp. 3-25

Ydesen, C. (2016). Crafting the English welfare state—interventions by Birmingham Local Education Authorities, 1948–1963. British Educational Research Journal, http://doi.org/10.1002/berj.3223

Christensen, I.L. & Ydesen, C. (2015) Routes of Knowledge: Towards a Methodological Framework for Tracing the Historical Impact of International Organizations. In: European Education, 47(3), pp. 274-288

Christensen, I.L. & Ydesen, C. (2015). Internationale organisationers virkningshistorie: Teoretiske og metodiske overvejelser. TEMP – tidsskrift for historie, 10, 16-33.

McNess, E.; Kelly, P.; Kousholt, K.; Andreasen, K.E.; Ydesen, C. (2015) Standardised testing in compulsory schooling in England and Denmark: – A comparative study and analysis. In: Bildung und Erziehung, 68(3), pp. 329-348

Andreasen, K.E. & Ydesen, C. (2015) Folkeskolens test- og evalueringspraksisser i internationalt perspektiv 1945-1990 [Test- and evaluation practices of the public school system in international perspective, 1945-1990]. In: Temp, vol. 10, pp. 92-115

Dorn, S. & Ydesen, C. (2014) Towards a Comparative and International History of School Testing and Accountability. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-11 (http://dx.doi.org/10.14507/epaa.v22.1913)

Andreasen, K.E. & Ydesen, C. (2014) Accountability Practices in the History of Danish Primary Public Education from the 1660s to the Present. In: Education Policy Analysis Archive, vol. 22, no. 120, pp. 1-31 (http://dx.doi.org/10.14507/epaa.v22.1618)

Hamre, B. & Ydesen, C. (2014) The Ascent of Educational Psychology in Denmark in the Interwar Years. In: Nordic Journal of Educational History, vol. I(2), pp. 87-111

Ydesen, C. (2014) High-Stakes Educational Testing and Democracy: antagonistic or symbiotic relationship? In: Education, Citizenship and Social Justice. February, 9(2), pp. 97-114

Andreasen, K. E.; Rasmussen, A.; Ydesen, C. (2013) Standardized Testing, Sociology of Education: An A-to-Z Guide, Ainsworth, J. (ed.), vol. 2, Sage Publications, Incorporated, pp. 737-740.

Andreasen, K. E. & Rasmussen, P., Ydesen, C. (2013) Den diskrete internationalisering: Danske uddannelser i international kontekst 1968-1982 [The discrete internationalization: Danish education in international context 1968-1982]. In Uddannelseshistorie. 21 pages.

Ludvigsen, K., Lundahl, C. & Ydesen, C. (2013) Creating an educational testing profession – the emergence and impact of the Scandinavian testing community, 1920-1960. In European Educational Research Journal. Special Issue. 2013, vol. 12, no. 1, pp. 120-138.

Ydesen, C. (2013) Educational Testing as an Accountability Measure: Drawing on Twentieth-century Danish History of Education Experiences. In Paedagogica Historica, 49:5, pp. 716-733.

Ydesen, C. (2012) Børn i særklasse – Lærerbedømmelser og test i det 20. Århundrede [Children in remedial education – teacher evaluations and tests in the 20th century]. In Årbog for Uddannelseshistorie.

Ydesen, C. (2012) At skabe orden i skolen – intelligenstestning på Frederiksberg 1930-1943 [Creating Order in School – Intelligence Testing at Frederiksberg, 1930-1943]. In Temp.

Ydesen, C. (2012) The international space of the Danish testing community in the interwar years. In Paedagogica Historica, 48 (4), 2012, pp. 589-599

Garsdal, J. & Ydesen, C. (2009) The debate on educational and psychological testing in the United States. In Education Review. vol. 12, no. 8, June 15.

Monographs

Rasmussen, A. & Ydesen, C. (2020) Cultivating Excellence in Education, Educational Governance Research, Cham: Springer International Publishing

Øland, T., Ydesen, C., Padovan-Özdemir, M. & Moldenhawer, B. (2019) State-Crafting on the Fringes – Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum

Ydesen, C. (2011) The Rise of High-Stakes Educational Testing in Denmark, 1920-1970. Frankfurt a.M: Peter Lang Verlag.

Book chapters

Skedsmo, G., Rönnberg. L. & Ydesen, C. (2021) National Testing and Accountability in the Scandinavian Welfare States: Education Policy Translations in Norway, Denmark and Sweden. World Yearbook of Education (Forthcoming)

Reder, T. & Ydesen, C. (2021) Policy Borrowing and Evidence in Danish Education Policy Preparation – The Case of the Danish Public School Reform of 2013, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C., Kauko, J. & Magnúsdóttir, B.R. (2021) The Organization for Economic Cooperation and Development – A Field Analysis of Knowledge Brokers in Denmark, Finland, and Iceland, In: Karseth, B., Sivesind, K. & Steiner-Khamsi, G. Evidence and Expertise in Nordic Education Policies: A Comparative Network Analysis from the Nordic Region, Palgrave (forthcoming)

Ydesen, C. (2020) What can we learn about global education from historical and global policy studies of the OECD? In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 1-14.

Ydesen, C. (2020) The Formation and Workings of a Global Education Governing Complex, In: Ydesen, C. (ed.) The OECD’s Historical Rise in Education: The Formation of a Global Governing Complex, Global Histories of Education, London & New York: Palgrave Macmillan, pp. 291-303.

Elfert, M. & Ydesen, C. (2020) The Rise of Global Governance in Education: The OEEC and UNESCO, 1945-1960, In. Gram-Skjoldager, K. (ed.) Organizing the World – International Organization and the Emergence of International Public Administration 1920-1960, Bloomsbury (accepted)

Øland, T., Ydesen, C., Padovan-Özdemir, M. and Moldenhawer, B. (2019) The Othered and Professionals of the Post-1945 Welfare State: Framing Studies of Statecrafting, Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press

Ydesen, C. (2019) Statist Capital and the Public Good of the Danish Welfare Nation-State, 1945–1970s: A Comparative Historical Case Study of Individuals, Groups, and Professional Interventions, In: Trine Øland, Christian Ydesen, Marta Padovan-Özdemir and Bolette Moldenhawer (eds.) Statecrafting on the Fringes: Studies of Welfare Work Addressing the Other, Copenhagen: Museum Tusculanum Press, pp. 33-89.

Ydesen, C. & Verschaeve, J. (2018) The OECD Development Assistance Committee and Peace: Instituting Peace by Economic Means. In: Aigul Kulnazarova, A. & Popovski, V. (eds.) The Palgrave Handbook of Global Approaches to Peace, London & New York: Palgrave Macmillan

Hamre, B. Morin, A & Ydesen, C. (2018) The tension field between testing and inclusion: Introducing a research endeavour. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Hamre, B. Morin, A & Ydesen, C. (2018) Optimizing the educational subject between testing and inclusion in an era of neoliberalism – Musings on a research agenda and its future perspectives. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Ydesen, C. & Au, W. (2018) Educational testing, the question of the public good, and the room for inclusion: A comparative study between Scotland and the United States. In: Hamre, B. Morin, A & Ydesen, C. (eds.) Testing and Inclusive schooling – international challenges and opportunities, London: Routledge

Buchardt, M. & Ydesen, C. (2018) Testing the Culturally Deviant of the Welfare State: Greenlandic Children and the Children of Labour Migrants in Danish Minority Education, 1960s to 1970s. In: Lawn, M. & Alarcon, C. Student Assessment Cultures in Historical Perspective, Berlin: Peter Lang

Dussel, I. & Ydesen, C. (2016) Jamie Torres Bodet and the struggle over history writing of the Americas: The Mexican Experience. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C., & Castro, H. R. (2016). The Historical Confluence of Education for International Understanding and Textbook Revisions in Brazil, 1945–1960. In Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Kulnazarova, A. & Ydesen, C. (2016) The Nature and Methodology of UNESCO’s Educational Campaigns. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, Routledge

Ydesen, C. (2016) Debating International Understanding in the Western World: The American Approach to UNESCO’s Educational Campaigns, 1946-54. In: Kulnazarova, A. & Ydesen, C. (eds.) UNESCO Without Borders: Educational Campaigns for International Understanding, London: Routledge, pp. 239-255

Dussel, I. & Ydesen, C. (2016) UNESCO and the Improvement of History Textbooks in Mexico, 1945-1960. In: Duedahl, P. (ed.) The History of UNESCO: Global Actions and Impacts, Palgrave MacMillan

Andreasen, K.E. & Ydesen, C. (2016) The International Space of the Danish Testing Community in the Post-war Years. In: Smith, Willam C. (ed.) The Global Testing Culture: Shaping Education Policy, Perceptions, and Practice, Oxford Studies in Comparative Education, pp. 115-130.

Ydesen, C., & Øland, T. (2015). Professional Interventions as a State-Crafting Grammar: Using a Sociological Concept of State in Historical Research. In M. Lytje, T. K. Nielsen, & M. Ottoway Jørgensen (Eds.), Challenging Ideas?: Theory and Empirical Research in the Social Sciences and Humanities (pp. 140-160). Newcaste Upon Tyne: Cambridge Scholars Press.

Jacobsen, A.J. & Ydesen, C. (2015) Forsvarets udvælgelse af pilotaspiranter – test som egnethedsinstrument [The Selection of Military Pilots – Testing as an instrument of aptitude]. In: Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2015) Skolemoden og skoleparat – Vurderinger af børn ved overgangen til skolen [School maturity and school readiness – assessments of pre-school children]. Buchardt, M.; Andreasen, K.E.; Rasmussen, A.; Ydesen, C. (Eds.) Test og prøvelser – Oprindelse, udvikling, aktualitet [Tests and Assessments – Origin, Development, Actuality]. Aalborg: Aalborg University Press

Andreasen, K.E. & Ydesen, C. (2014) Test, prøver og eksamener i sociologisk perspektiv [Tests and exams in a sociological perspective]. In: Rasmussen, Jens & Dorf, Hans (eds.) Pædagogisk sociologi. Hans Reitzels forlag, chapter 7, pp. 147-162

Ydesen, C. (2014) Skolens nye eksperter [The school’s new experts]. In: Coninck-Smith, N.de & Appel, C. Dansk skolehistorie. Hverdag, vilkår og visioner gennem 500 år [Schools in Denmark: A History of Everyday Life, Conditions, and Visions over 500 Years], vol. IV, chapter 13, pp. 242-256.

Ydesen, C. (2013) The creative democratic potential of the multitude: Solidarity and love as transcendence in immanence. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag.

Ydesen, C., & Agustin, O. G. (2013). In Search of Post-Crisis Perspectives. In: Agustin, O. G. & Ydesen, C. (eds.) Post-Crisis Perspectives – The Common and its Powers. Frankfurt a.M: Peter Lang Verlag

Ydesen, C. (2011) Totality and exteriority: the case of high-stakes testing in intercultural education. In: Kofoed, O.; Paulsen, M; Rasmussen, J.K.; Ydesen, C. (eds.) Learning from the Other. NSU Press. Aarhus Universitetsforlag, 2011, pp. 219-227

Ydesen, C. (2011) Educating Greenlanders and Germans – Minority Education in the Danish Commonwealth, 1945-1970. In: Niedrig, H., Ydesen, C. (eds.) Writing Postcolonial Histories of Intercultural Education. Frankfurt a.M: Peter Lang Verlag. 2011, pp. 239-267.

Ydesen, C. (2010) Educational selection technologies in neocolonial Greenland – The preparation scheme in the Greenlandic educational system 1961–1976. In: Larsson, Esbjörn & Westberg, Johannes (eds.) Utbildningens sociala och kulturella historia. Uppsala, pp. 147-167.

Website

https://vbn.aau.dk/en/persons/124965

Margaret Mulholland is a specialist in inclusivity and Special Educational Needs. She is advisor on SEND policy for the Association of School and College Leaders and Whole School SEND Project Director leading an evaluation for the Education Endowment Foundation.

A leading advocate for the role SEND settings play in improving understanding of inclusive teaching and learning, Margaret brings over 20 years experience in ITT innovation and practice. She spent seven years as Director of Development & Research at a leading Special School and thirteen years at the Institute of Education, where she was responsible for innovative employment based routes to QTS, PGCE secondary partnerships and a Challenge Partners school leadership programme. Margaret sits on the Universities’ Council for the Education of Teachers, is an advisor to the UK Government on ITT curriculum development and works with local authorities as an external advisor for NQTs, ITT and leadership development. She is also writes a column on research and inclusivity for the Times Educational Supplement.

Jill Porter was formerly Professor of Education at the Institute of Education, University of Reading where she co-convened the research group “Improving Equity and Inclusion through Education”.

She has undertaken a wide range of research in the field of disability and special educational needs. A core theme that unites her research is the relationship between the way we conceptualise disability, the practices of identification and assessment and the organisational and pedagogic responses that result. She was principal investigator on a series of government funded projects to develop key identifiers of disability and produced a tool kit that schools can use to understand the barriers to participation and learning. The toolkit has also been utilised by researchers and has been translated into Spanish and Russian. It continues to be developed with colleagues Jenni Ingram and Harry Daniels to understand pupils’ experiences of learning relating and belonging in a Fell Fund project “Pedagogic and Organisational Mediation of Experience in School.” Jill is co-investigator on an ESRC funded multidisciplinary project developing an understanding of the political economies and consequences of school exclusion across the UK, bringing the perspective of SEN and disability to bear on data collection and analysis throughout the 4 year project.

Her expertise on Inclusive Design contributed to the Impact Acceleration Account Project as a follow-up to an AHRC project “Design Matters”. She has undertaken a series of projects, originally funded by the AHRC to work with creative partners and software designers to develop and evaluate mathematical games for children with Down syndrome.

Publications
  • Porter, J. (2019) Discriminating quantity: new starting points for teaching children with Down syndrome about number? International Journal of Disability, Development and Education, 66 (2). pp. 133-150. ISSN 1034-912X doi: https://doi.org/10.1080/1034912X.2019.1569208
  • Coupe J. & Porter, J. (2019) The Education of Children with Severe Learning Difficulties. Routledge Library Edition. (first published 1986 Croom helm)
  • Porter, J. (2018) Inclusive design and schools. In: Tse, H. M., Daniels, H., Stables A. and Cox, S.(eds.) Designing Schools for the Future of Schooling: Contemporary Visions for Education. Routledge, London.
  • Tse, H.M., Daniels, H., Porter, J., Thompson, I. and Cox, S. (2018) Designing for practice: Pedagogic implications of creating new schools : School building guidance for head teachers, school building commissioners, teachers and the wider school community, Oxford University Department of Education.
  • Chawla-Duggan, R., Milner, S. and Porter, J. (2018) Reflexivity and visual technology in research: young children’s perspectives of paternal engagement in the home environment. Qualitative Research, 18 (4). pp. 471-491. ISSN 1741-3109 doi: https://doi.org/10.1177/1468794117728412
  • Porter, J. (2018) Entering Aladdin’s cave: developing an app for children with Down Syndrome.Journal of Computer Assisted Learning, 34 (4). pp. 429-439. ISSN 1365-2729 doi: https://doi.org/10.1111/jcal.12246
  • Porter, J. (2016) Time for justice: safeguarding the rights of disabled children. Disability and Society, 31 (8). pp. 997-1012. ISSN 1360-0508 doi: https://doi.org/10.1080/09687599.2016.1223605
  • Porter, J. (2015) Using number in everyday life. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H.and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 316-323. ISBN 9780415709972
  • Porter, J. (2015) Engaging with research. In: Lacey, P., Ashdown, R., Jones, P., Lawson, H. and Pipe, M. (eds.) The Routledge Companion to Severe, Profound and Multiple Learning Difficulties. Routledge, London, U. K., pp. 399-410. ISBN 9780415709972
  • Porter, J. (2015) Understanding and responding to the experience of disability. Routledge, Abingdon Oxon, pp162. ISBN 9780415822909
  • Moyse, R. and Porter, J. (2015) The experience of the hidden curriculum for autistic girls at mainstream primary schools. European Journal of Special Needs Education, 30 (2). pp. 187-201. ISSN 0885-6257 doi: https://doi.org/10.1080/08856257.2014.986915
  • Porter, J. (2014) Какую поддержку хотят родители для своих детей с ОВЗ.Психологическая наука и образование. (Psychological Science and Education), 19 (1). pp. 82-89. ISSN 2311-7273 doi: https://doi.org/10.17759/pse
  • Georgeson, J., Porter, J., Daniels, H. and Feiler, A. (2014) Consulting young children about barriers and supports to learning. European Early Childhood Education Research Journal, 22 (2). pp. 198-212. ISSN 1752-1807 doi: https://doi.org/10.1080/1350293X.2014.883720

 

Núria is a Professor of Mathematics Education at Autonomous University of Barcelona. Her research is about language and mathematics in secondary school classrooms and professional development contexts with mathematics teachers.

Her first degree was in Mathematics at University of Barcelona (1995). Soon after her initiation as a secondary school mathematics teacher in highly multilingual classrooms of Barcelona, she started her PhD at the UAB Division of Mathematics Education. She wanted to understand the critical factors behind the under-performance in school mathematics of many learners from poor urban backgrounds and recent histories of migration. Since then, she has been committed to classroom and teacher education research grounded on community work with schools and mathematics teachers in urban areas of poverty. Her years as a school teacher have provided her with greater insights into her work as a researcher and have strongly influenced the adoption of sociocultural and sociopolitical approaches to mathematics teaching and learning.

Núria was given the ICREA Academia Award of the Catalan Institution for Research and Advanced Studies in 2013, in recognition of her contributions to research on multilingual mathematics teaching and learning. She was elected to the Executive Committee of the International Commission on Mathematical Instruction as Member-at-Large in 2021, and to the International Committee of the International Group for the Psychology of Mathematics Education from 2010 to 2014. She served as Extraordinarious Professor of Mathematics Education at the University of South Africa from 2013 to 2020. She was Visiting Scholar at London South Bank University, University of Arizona, and University of North Carolina at Chapel-Hill.

Núria is currently on the editorial board of the international journal Mathematics Education Research Journal and Journal of Mathematics Teacher Education. Till 2021 she was the editor-in-chief of the Advances of Research in Mathematics Education, the official journal of the Spanish Society of Research in Mathematics Education. She is the leading co-editor of a 2018 special issue on language research in mathematics education published in ZDM-Mathematics Education, and the leading co-editor of a special issue on decentring mathematics teaching education, to be published in the Journal of Mathematics Teacher Education, February 2024.

She chaired the 7th Topic Conference of the European Society for Research in Mathematics Education on Language and Mathematics (Dresden, 2018), and the ERME Topic Working Group on Language and Mathematics from 2015 to 2020. The collaborations established in the ERME context enabled for a broad range of experts to come together and move forward the research field in the form of an co-edited Routledge volume entitled ‘Classroom research on mathematics and language: Seeing learners and teachers differently’ in 2021, with Núria as the leading co-editor. She has also been co-editor of the Springer volume resulting from the 21st ICMI Study on Language Diversity and Mathematics Education in 2016, and of the Brill volume entitled ‘Mathematical discourse that breaks barriers and creates space for marginalized learners’ in 2018.

Núria’s motivation for coming to the Oxford Department of Education is her research collaboration in projects co-coordinated with Jenni Ingram on establishing an international network for research on supporting school mathematics teaching with linguistically disadvantaged learners. From her years as a secondary school in the 1990s, important challenges posed to mathematics education practice remain. Learners of mathematics who are linguistically disadvantaged for a variety of reasons, including impoverished socioeconomic status, continue to be educationally disadvantaged at a considerable risk of school failure and early dropout. More research will hopefully shed light on how to identify and develop improved practices to enable greater access to school mathematics for all learners.

Publications

SELECTION OF 10 LAST-DECADE PUBLICATIONS
[For more publications and research details, see https://orcid.org/0000-0001-5199-6336]
– Planas, N., & Chronaki, A. (2021). Multilingual mathematics learning from a dialogic-translanguaging perspective. In N. Planas, C. Morgan, & M. Schütte (Eds.), Classroom research on mathematics and language: Seeing learners and teachers differently (pp. 151-166). Routledge.
– Planas, N. (2021). How specific can language as resource become for the teaching of algebraic concepts? ZDM-Mathematics Education, 53(2), 277-288.
– Planas, N. (2021). Challenges and opportunities from translingual research on multilingual mathematics classrooms. In A. A. Essien, & A. Msimanga (Eds.), Multilingual education yearbook 2021. Policy and practice in STEM multilingual contexts (pp. 1-18). Springer.
– Planas, N., & Ngoepe, M. (2019). Right to learn mathematics: From language as right to language as resource. In C. Xenofontos (Ed.), Equity in mathematics education. Addressing a changing world (pp. 93-110). Information Age Publishing.
– Planas, N., & Schütte, M. (2018). Research frameworks for the study of language in mathematics education, ZDM-Mathematics Education, 50(6), 965-974.
– Planas, N. (2018). Language as resource: A key notion for understanding the complexity of mathematics learning. Educational Studies in Mathematics, 98(3), 215-229.
– Planas, N., Morgan, C., & Schütte, M. (2018). Mathematics education and language. Lessons and directions from two decades of research. In T. Dreyfus, M. Artigue, S. Prediger, D. Potari, & Ruthven (Eds.), Developing research in mathematics education. Twenty years of communication, cooperation and collaboration in Europe (pp. 196-210). Routledge.
– Planas, N. (2014). One speaker, two languages: Learning opportunities in the mathematics classroom. Educational Studies in Mathematics, 87(1), 51-66.
– Planas, N., & Setati Phakeng, M. (2014). On the process of gaining language as a resource in mathematics education. ZDM-Mathematics Education, 46(6), 883-893.
– Planas, N., & Civil, M. (2013). Language-as-resource and language-as-political. Tensions in the bilingual mathematics classroom. Mathematics Education Research Journal, 25(3), 361-378.

 

https://portalrecerca.uab.cat/en/persons/nuria-planas-raig-3

https://orcid.org/0000-0001-5199-6336

 

Stein Dankert Kolstø is a Professor of Science Education and is an Honorary Research Fellow at the University of Oxford. After taking a master’s degree in physics, he completed his Ph.D. in science education at the University of Oslo in 2001.

His research interest covers two main areas. The first area is teaching for democratic participation in socio-scientific issues. This includes research on how students use science in their own argumentation and decision-making and how students read and analyse multimodal science-related media texts.

The second area of interest is dialogue, argumentation, and inquiry in science education. He is particularly interested in how the use of dialogue and inquiry might enhance students’ productive disciplinary engagement, and the role of inquiry in developing environmental awareness.

Currently, he is principal researcher in the Argument-project ran by the municipality of Bergen in cooperation with the University of Bergen and the Western Norway University of Applied Sciences and involving science teachers at three lower secondary schools.

Kolstø has teaching experience from upper secondary school and has taught pre-service science teachers at the University of Bergen for over 20 years. He is on the Editorial Board of Nordic Studies in Science Education.

View his website.

 

Publications

Gjerde, V., Gray, R., Holst, B., & Kolstø, S. D. (2021). The Covid-19 shutdown: when studying turns digital, students want more structure. Physics Education, 56(5), 055004. https://doi.org/10.1088/1361-6552/ac031e

Gjerde, V., Holst, B., & Kolstø, S. D. (2021). Integrating effective learning strategies in basic physics lectures: A thematic analysis. Physical Review Physics Education Research, 17(1). https://doi.org/10.1103/PhysRevPhysEducRes.17.010124

Kolstø, S. D. (2020). Teaching Robust Argumentation Informed by the Nature of Science to Support Social Justice. Experiences from two Projects in Lower Secondary Schools in Norway, Chapter 10 In H. Yacoubian and L. Hansson (Ed), Nature of Science for Social Justice. Cham: Springer. https://doi.org/10.1007/978-3-030-47260-3

Gjerde, V., Hoist, B., & Kolsto, S. D. (2020). Retrieval practice of a hierarchical principle structure in university introductory physics: Making stronger students. Physical Review Physics Education Research, 16(1), 6. https://doi.org/10.1103/PhysRevPhysEducRes.16.013103

Kolstø, S. D. (2018). Use of dialogue to scaffold students’ inquiry-based learning. NorDiNa, 14(2), 154-169. http://doi.org/10.5617/nordina.6164

Johansen, G., Jónsdóttir, G., & Kolstø, S. D. (2018). Enacting Citizenship in Ordinary School Science Through Deliberative Communication. In K. Otrel-Cass, M. K. Sillasen, & A. A. Orlander (Eds.), Cultural, Social, and Political Perspectives in Science Education : A Nordic View (pp. 113-132). Cham: Springer International Publishing. http://doi.org/10.1007/978-3-319-61191-4_10

Doksæter Sivle, A., & Kolstø, S. D. (2016). Use of online weather information in everyday decision-making by laypeople and implications for communication of weather information. Meteorological Applications, 23(4), 650-662. http://doi.org/10.1002/met.1588

Mestad, I., & Kolstø, S. D. (2016). Characterizing Students’ Attempts to Explain Observations from Practical Work: Intermediate Phases of Understanding. Research in Science Education, 1-22. http://doi.org.10.1007/s11165-016-9534-x

Bjønness, B., & Kolstø, S. D. (2015). Scaffolding open inquiry: How a teacher provides students with structure and space. NorDiNa, 11(3), 223-237. https://doi.org/10.5617/nordina.878

Hauan, N. P., DeWitt, J., & Kolstø, S. D. (2015). Proposing an evaluation framework for interventions: focusing on students’ behaviours in interactive science exhibitions. International Journal of Science Education, Part B, 1-18. http://doi.org.10.1080/21548455.2015.1099079

Mestad, I., & Kolstø, S. D. (2014). Using the concept of ZPD to explore the challenges of and opportunities in designing discourse activities based on practical work. Science Education, 98(6), 1054–1076.

Sivle, A. D., Kolstø, S. D., Hansen, P. J. K., & Kristiansen, J. (2014). How do Laypeople Evaluate the Degree of Certainty in a Weather Report? A Case Study of the Use of the Web Service yr.no. Weather, Climate and Society, 6(3), 399-412.

Hauan, N. P., & Kolstø, S. D. (2014). Exhibitions as learning environments: a review of empirical research on students’ science learning at Natural History Museums, Science Museums and Science Centres. NorDiNa, 10(1), 90-104.

 

Nathan Thomas is an Applied Linguistics Tutor on the MSc Applied Linguistics for Language Teaching (ALLT) course.

He also teaches on the MA TESOL (Pre-Service) course at the UCL Institute of Education, where he is completing his doctoral research under the dual supervision of Jim McKinley (UCL) and Heath Rose (Oxford).

His research focuses mainly on theoretical developments in the field of language learning strategies and on international students’ strategic learning in higher education. He is also involved in other projects pertaining to English medium instruction and English language teaching. His work has been published in leading academic journals such as Applied Linguistics, Applied Linguistics Review, ELT Journal, Journal of Second Language Writing, Language Teaching, System, and TESOL Quarterly. He has also presented at more than 50 conferences in 14 countries all over the world.

Before his assuming his current roles, Nathan worked for ten years in China and Thailand, most recently as Director of English as a Foreign Language for a private educational consulting company in Beijing. He completed an MSc Teaching English Language in University Settings (which is now the MSc ALLT at Oxford), MEd International Teaching, MA Applied Linguistics (ELT), BA English, and various teaching certificates, all while working full time.

For further information, please click here.

 

Publications

Bowen, N. & Thomas, N. (2020). Manipulating texture and cohesion in academic writing: A keystroke logging study. Journal of Second Language Writing, 50, 100773.

Pun, J. & Thomas, N. (2020). English medium instruction: Teachers challenges and coping strategies. ELT Journal, 74(3), 247-257.

Thomas, N. & Osment, C. (2020). Building on Dewaele’s (2018) L1 versus LX dichotomy: The Language-Usage-Identity State model. Applied Linguistics, 41(6), 1005-1010.

Zhang, L.J., Thomas, N., & Qin, T.L. (2019). Language learning strategy research in System: Looking back and looking forward. System, 84, 87-92.

Thomas, N., Rose, H., & Pojanapunya, P. (2019). Conceptual issues in strategy research: Examining the roles of teachers and students in formal education settings. Applied Linguistics Review (Advanced Access), 1-18.

Thomas, N. & Brereton, P. (2019). Pedagogical Implications: Practitioners respond to Michael Swan’s ‘Applied Linguistics: A consumer’s view.’ Language Teaching, 52(2), 275–278.

Thomas, N. & Rose, H. (2019). Do language learning strategies need to be self-directed? Disentangling strategies from self-regulated learning. TESOL Quarterly, 53(1), 248-257.

Sam is currently a tutor on the maths PGCE course and head of mathematics at Wood Green School. His main research interests are task design, mixed attainment teaching and teachers’ professional development. Sam’s masters research focussed on how mathematics teachers engage in professional development. He also co-authored an ATM publication on planning for mixed attainment teaching at GCSE.

Sally Carter Tabasso is a curriculum tutor for the PGCE English course. She also teaches English and Film at the Unicorn School in Abingdon, a Specialist School supporting pupils with dyslexia and related learning difficulties.

Between 2001 and 2018 Sally taught at St Birinus School in Didcot, holding various positions including Professional Tutor, English and Media Faculty leader and English mentor.  Between 1998 and 2001, Sally taught at the British Institute in Munich. Before deciding to complete a PGCE to become a teacher, Sally worked in logistics and marketing for several international companies.

Jonny is an Honorary Norham Fellow. He was educated in comprehensive schools in Oxfordshire, before gaining his degree in Theology & Religion at Durham University, specialising in Biblical theology, sociology of religion, feminist and queer theology and alternative religious movements. This was followed by a PGCE in Religious Education from Oxford in 2009, where he completed his dissertation on the use of the word ‘gay’ in secondary schools, considering both its negative and positive use and the impact of these on students.

He has held a number of roles, including Head of Sixth Form, Head of Department and Lead Practitioner, where he has developed his interest in teacher education and in the field of equality, diversity and inclusion, specifically with regard to feminist, queer and anti-racist curriculum design and students’ personal development.

Jonny has worked with the Department of Education for several years as both as a school-based mentor and as a curriculum tutor on the PGCE in Religious Education, finding both roles extremely rewarding. He is particularly interested in how we can use RE to help students become active and engaged members of our society and how we can ensure that RE remains central to a strong comprehensive education.

Christian Ydesen is a professor of international and comparative education at Aalborg University, Denmark and board member of the Nordic Educational Research Association (NERA).

Christian is the Primary Investigator of the project ‘The Global History of the OECD in education’ funded by the Aalborg University talent programme and the project ‘Education Access under the Reign of Testing and Inclusion’ funded by the Independent Research Fund Denmark.

His primary disciplinary fields are history of education, sociology of education, policy studies, educational testing, accountability, and comparative education. He has published several articles on topics such as educational testing, international organisations, accountability, educational psychology and diversity in education from historical and international perspectives.

Fellowships/Visiting Professorships

Visiting research fellow at Moray House, University of Edinburgh (2008-2009)

Visiting research fellow at the School of Education, University of Birmingham (2013)

Visiting research fellow at the Institute for Advanced Studies in the Humanities, University of Edinburgh (2016)

International Guest Lecturer, University of Göttingen (2018)

Visiting research fellow at the Department of Education, University of Oxford (2019)

International Guest Lecturer, University of Granada (2019-)

Honorary Research Fellow, University of Wisconsin-Madison (2020-2021).

Journal Editorships

Executive Editor of European Educational Research Journal

Journal articles

Ydesen, C., & Andersen, C. K. (2020). Implementing inclusive education policies – the challenges of organizational change in a Danish municipality. Nordic Journal of Studies in Educational Policy, 6(1), 69–78. https://doi.org/10.1080/20020317.2020.1733848

Ydesen, C., & Andreasen, K. E. (2020). Historical Roots of the Global Testing Culture in Education. Nordic Studies in Education, 40(2), 149–166. https://doi.org/10.23865/nse.v40.2229

Ydesen, C. & Buchardt, M. (2020) Citizen Ideals and Education in Nordic Welfare State School Reforms, Oxford Research Encyclopedia of Education (forthcoming)

Ydesen, C., & Bomholt, A. (2020). Accountability implications of the OECD’s economistic approach to education: A historical case analysis. Journal of Educational Change, vol. 21, pp. 37-57. https://doi.org/10.1007/s10833-019-09355-1

Ydesen, C., & Grek, S. (2019). Securing organisational survival: A historical inquiry into the OECD’s work in education during the 1960s. Paedagogica Historica, 1–16. https://doi.org/10.1080/00309230.2019.1604774

Ydesen, C. & Andreasen, K. (2019) Koblinger mellem økonomi og uddannelse – et rids af dansk transnational uddannelseshistorie, EDUCARE, no. 1, pp. 1-25.

Ydesen, C., Hamre, B & Andreasen, K. (2018) Differentiation of Students in the Early Danish Welfare State: Professiona