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.
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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.
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).
Executive Editor of European Educational Research Journal
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.
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.
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.
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.
- 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
Linda Woodhead MBE is Distinguished Professor of Religion and Society at Lancaster University and a Director of the Institute of Social Futures at Lancaster University. She is a Research Associate of the Center for the Study of Behavioral Sciences at Stanford University (2019-20).
Between 2007-12 she was director of the £12m national AHRC/ESRC ‘Religion and Society’ research programme. She is founder, with the Rt Hon Charles Clarke, of the Westminster Faith Debates. She is actively interested in the changing place of religion in schools, and in bringing reform to schools in England. She has recently completed research on the beliefs and values of post-millennials and on the rise of ‘no religion’ in Britain and the USA. Linda regularly appears on the media discussing religion, beliefs and values.
- That Was the Church That Was: How the Church of England Lost the English People (with Andrew Brown 2016)
- A Sociology of Prayer (with Giuseppe Giordan, 2015)
- Christianity: A Very Short Introduction (2nd revised edition 2014)
- Everyday Lived Islam in Europe (with Nathal Dessing and Nadia Jeldtoft, 2013)
- Religion and Change in Modern Britain (with Rebecca Catto, 2012)
- A Sociology of Religious Emotions (with Ole Riis, 2010)
- Religions in the Modern World (2009)
- The Spiritual Revolution (with Paul Heelas, 2005)
- Religion and Brexit: Populism and the Church of England. Religion, State and Society 46(3), 2018
- The Rise of ‘No Religion’: Towards an Explanation. Sociology of Religion 78(3), 2017
- The Rise of ‘No Religion’ in Britain: the emergence of a new cultural majority. Journal of the British Academy, 4, 2016, 245–61.
Ebru Kaya is an Associate Professor of science education at Bogazici University, Turkey. Her research interests include argumentation and nature of science in science education. Dr. Kaya is the recipient of the Young Scientist Award from Science Academy in Turkey in 2015; the Outstanding Paper Award from East-Asian Association for Science Education (EASE) in Japan in 2016; and the Young Scientist Award from TUBITAK (Turkish Scientific and Technological Research Council) in 2017.
She received her PhD from Middle East Technical University, Turkey in 2011. She was a visiting scholar at University of Bristol, UK in 2009 and at National Taiwan Normal University, Taiwan in 2016 and 2017. Dr. Kaya has participated in research projects funded by TUBITAK (Turkish Scientific and Technological Research Council) and NARST, and conducted professional development workshops for science teachers in Turkey, Rwanda, Lebanon, and Taiwan. She served as a board member in Turkish Science Education and Research Association from 2012 to 2014, and a committee member in NARST Outstanding Paper Award Committee from 2013 to 2015. She currently serves as the Nature of Science Strand Co-coordinator for ESERA. Dr. Kaya is a reviewer for numerous journals including International Journal of Science Education and Science & Education. Dr. Kaya has been the Principal Investigator of the projects entitled “Nature of Science in Science Teacher Education: A Comparative Research and Development Project”, “University Students’ Understanding of Reconceptualized Family Resemblance Approach to Nature of Science: A Case Study”, and “Integration of Reconceptualized Family Resemblance Approach to Nature of Science in 5th Grade Science Content” funded by Bogazici University Research Fund. She is the co-author of the book “Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies” published by Springer.
- Erduran, S. & Kaya, E. (2019). Transforming Teacher Education through the Epistemic Core of Chemistry: Empirical Evidence and Practical Strategies. Dordrecht: Springer.
- Erduran, S., Kaya, E., & Dagher, Z. (2018). From lists in pieces to coherent wholes: Nature of science, scientific practices, and science teacher education. In, J. Yeo, T. W. Teo & K. S. Tang (Eds.), Research and Practice in the Asia-Pacific Region (pp.3-24), Dordrecht: Springer.
- Erduran, S., Kaya, E., & Cetin, P. S. (2018). Consolidation of conceptual change, argumentation, models and explanations: Why it matters for science education. In, T. Amin, & O. Levrini (Eds.), Converging and Complementary Perspectives on Conceptual Change (pp.153-162). London: Routledge.
- Erduran, S., & Kaya, E. (2018). STEM’in Dogasi: Aile Benzerligi Yaklasimi’nin STEM Eğitimi’ne Uygulanmasi. D. In Akgunduz (Eds), Okul Oncesinden Universiteye Kuram ve Uygulamada STEM Eğitimi (pp. 51-67), Ankara: Ani Yayincilik.
- Erduran, S., Kaya, E., Cullinane, A., Imren, O., & Kaya, S. (in press). Practical learning resources and teacher education strategies for promoting understanding of the nature of science. In, W. McComas (Ed.)., Nature of Science in Science Education: Rationales and Strategies, Second Edition. Dordrecht: Springer.
- Erduran, S., Kaya, E., & Avraamidou, L. (in press). Does research on nature of science and social justice intersect? Exploring theoretical and practical convergence for science education. In H. Yacoubian & L. Hansson (Eds.), Nature of Science for Social Justice. Dordrecht: Springer.
Articles published in the journals that are indexed in SCI (Science Citation Index), SSCI (Social Science Citation Index), AHCI (Arts and Humanities Citation Index)
- Cetin, P. S., Kaya, E., & Geban, O. (2009). Facilitating conceptual change in gases concepts. Journal of Science Education and Technology, 18(2), 130-137.
- Kaya, E. & Geban, O. (2012). Facilitating conceptual change in rate of reaction concepts using conceptual change oriented instruction. Education and Science, 37(163), 216-225.
- Aydeniz, M., Pabuccu, A., Cetin, P. S., & Kaya, E. (2012). Argumentation and students’ conceptual understanding of properties and behaviors of gases. International Journal of Science and Mathematics Education, 10(6), 1303-1324. DOI: 10.1007/s10763-012-9336-1.
- Kaya, E. & Erduran, S. (2013). Integrating epistemological perspectives on chemistry in chemical education: The cases of concept duality, chemical language, and structural explanations. Science & Education, 22(7), 1741-1755. DOI: 10.1007/s11191-011-9399-3.
- Kaya, E. (2013). Argumentation practices in classroom: Pre-service teachers’ conceptual understanding of chemical equilibrium. International Journal of Science Education, 35(7), 1139-1158. DOI:10.1080/09500693.2013.770935.
- Erduran, S. & Kaya, E. (2016). Scientific argumentation and deliberative democracy: An incompatible mix in school science? Theory into Practice. 55(4), 302-310. DOI: 10.1080/00405841.2016.1208067.
- Kaya, E. & Erduran, S. (2016). From FRA to RFN, or how the family resemblance approach can be transformed for science curriculum analysis on nature of science. Science & Education, 25(9), 1115-1133.
- Erduran, S. & Kaya, E. (2018). Drawing nature of science in pre-service science teacher education: Epistemic insight through visual representations. Research in Science Education, 48(6), 1133-1149. DOI: 10.1007/s11165-018-9773-0.
- Kaya, E., Erduran, S., Aksoz, B., & Akgun, S. (2019). Reconceptualised family resemblance approach to nature of science in pre-service science teacher education. International Journal of Science Education, 41(1), 21-47. DOI: 10.1080/09500693.2018.1529447.
Articles published in the journals not indexed in SCI, SSCI, and AHCI
- Kaya, E., Erduran, S., & Cetin, P. S. (2010). High school students’ perceptions of argumentation. Procedia – Social and Behavioral Sciences, 2(2), 3971-3975.
- Kaya, E. & Geban, O. (2011). The effect of conceptual change based instruction on students’ attitudes toward chemistry. Procedia – Social and Behavioral Sciences, 15, 515-519.
- Aydeniz, M. & Kaya, E. (2012). Factors impacting Turkish students¹ attitudes towards science and their academic performance in science. Journal of Turkish Science Education, 9(2), 25-48.
- Kaya, E. & Cetin, P. S. (2012). Investigation of pre-service chemistry teachers’ chemistry laboratory anxiety levels. International Journal of New Trends in Education and Their Implications, 3(3), 90-98.
- Kaya, E., Erduran, S., & Cetin, P. S. (2012). Discourse, argumentation, and science lessons: Match or mismatch in high school students’ perceptions and understanding? Mevlana International Journal of Education, 2(3), 1-32.
- Kaya, E., Cetin, P. S., & Yildirim, A. (2012). Transformation of centralized curriculum into classroom practice: An analysis of teachers’ experiences. International Journal of Curriculum and Instructional Studies, 2(3), 103-113.
- Kaya, E. (2018). Argumentation in elementary science education: addressing methodological issues and conceptual understanding. Cultural Studies in Science Education, 13(4), 1087-1090. DOI: 10.1007/s11422-017-9848-7.
Articles published in the National Journals
- Akcay, H. Alpat, S. K, Oter, O., Demir, D., Ozbayrak, O., Kaya, E., Acar, B., & Bekci, Z. (2001). Analitik kimyada aktif öğrenme: Asit baz indikatörlerinin değişik çözgenlerde öğrenci tasarımlı titrasyon uygulamaları. Buca Eğitim Fakültesi Dergisi, 13, 69-74.
- Cetin, P. S., Erduran, S., & Kaya, E. (2010). Understanding the nature of chemistry and argumentation: The case of pre-service chemistry teachers. Kırşehir Üniversitesi Eğitim Fakültesi Dergisi (KEFAD), 11(4), 41-59.
- Kaya, E. & Yildirim, A. (2014). Science anxiety among failing students. Elementary Education Online, 13(2), 518-525.
- Kaya, E., Cetin, P. S., & Erduran, S. (2014). Adaptation of two argumentation tests in Turkish. Elementary Education Online,13(3), 1014-1032.
- Cetin, P. S., Kutluca, A. Y., & Kaya, E. (2014). Öğrencilerin argümantasyon kalitelerinin incelenmesi. Fen Bilimleri Öğretimi Dergisi, 2(1), 56-66.
- Cetin, P. S., Kaya, E., & Geban, O. (2014). Students’, pre-service teachers’, and in-service teachers’ views about constructivist implementations. Necatibey Eğitim Fakültesi Dergisi, 8(2), 143-163.
- Kaya, E. & Erduran, S. (2016). Yeniden kavramsallaştırılmış “Aile Benzerliği Yaklaşımı”: Fen eğitiminde bilimin doğasına bütünsel bir bakış açısı, Türk Fen Eğitimi Dergisi, 13(2), 76-89.
- Cetin, P. S., Metin, D., & Kaya, E. (2016). Laboratuvar uygulamalarında yeni bir yaklaşım: Argüman temelli sorgulayıcı araştırma (ATSA). Kırşehir Eğitim Fakültesi Dergisi. 17(2), 223-242.
- Erduran, S., Kaya, E., & Cetin, P. S. (2016). Pre-service teachers’ perceptions of argumentation: Impact of a teacher education project in Rwanda. Bogazici University Journal of Education, 33(1), 5-25.
- Kaya, E., Erduran, S., Akgun, S., & Aksoz, B. (2017). Öğretmen eğitiminde bilimin doğası: Bütünsel bir yaklaşım. Necatibey Eğitim Fakültesi Elektronik Fen ve Matematik Eğitimi Dergisi, 11(2), 464-501.