Department of Education

Viewing archives for Sociocultural and Activity Theory

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is an ESRC funded Doctoral Student, co-supervised across the Department of Education and Centre for Criminology at the University of Oxford.

Supervisors: Professor Harry Daniels and Dr Rachel Condry.

Alice’s research focuses broadly on the enactment of school exclusion policy in England.

Prior to starting her Doctoral studies, Alice gained a BSc in Sociology from the University of Bath and an MSc in Education (Research Training) from the University of Oxford.

As part of her undergraduate degree, Alice undertook a placement year working with Professor Kathy Sylva in the Families, Effective Learning and Literacy Research Group at the Department of Education, University of Oxford. After completing her degree, Alice returned to the department and has worked as a Research Officer on a number of different research projects since 2014. Most recently Alice has worked as part of the Excluded Lives Research Team on two projects exploring exclusion from school from a multidisciplinary perspective. In 2017 she was awarded a Seed-corn Small Grant Award to co-lead a pilot project exploring student collaborative networks with Hau Ming Tse. Alice also co-convenes the Qualitative Methods Hub in the department.

Outside of the department, Alice has sat on the Advisory Board for the Children Missing Education research project (2016-2017) at the National Children’s Bureau (NCB) and has been a member of the NCB Partnership for Well Being and Mental Health in Schools since 2016. She also sits on the Transparency on Exclusions Steering Group.

In 2017 Alice received funding from the Grand Union Doctoral Training Partnership placement scheme to conduct a Knowledge Exchange Internship with the Early Years Analysis and Research Unit at the Department for Education, and in 2018 Alice was elected the Co-President of the Grand Union ESRC Scholar’s Association, representing ESRC students from the University of Oxford, Brunel and The Open University.

Jason currently works on the History PGCE programme and the MSc Teaching and Learning course.

He obtained his first degree in Cultural Studies from University of East London, followed by a MA in History Education from the Institute of Education. He completed a PGCE in Social Studies at Goldsmiths in 1992. He has worked in a variety of London Schools, including middle management and senior management roles. In 1999 he was awarded AST status with specialism in History Education and Inclusion, he combined this role with part time teaching at Kingston University. He joined the Department of Education in 2010 as a Teacher Education Research Fellow (TERF).

Marion is undertaking Doctoral studies part-time combined with her role as a principal lecturer in health care and education and a researcher at Oxford Brookes University.

Marion has been awarded Brooke’s teaching fellowships in 2012 and 2017 in recognition of her contribution to peer and learner writing projects.

Marion’s research interests include the development of writing in academic research contexts and artificial intelligence to promote self-management for long-term health conditions. This includes a successful EU Horizon 2020 research bid “Patient Empowerment through Predictive Personalised Decision Support” (PEPPER) http://www.pepper.eu.com/

Prior to starting his DPhil, Eddy worked as a primary school teacher in Bristol, where he also completed his MSc in Educational Research.

He is particularly interested in the culture of high stakes, standardised testing, and how this might perpetuate existing inequalities in schools. His research focuses specifically on the interaction between knowledge, policy and pedagogy in the context of Literacy education.

 

Amanda is completing a part-time DPhil, alongside working in Initial Teacher Education at Leeds Trinity University.

Her research is focused on understanding tensions, contradictions and conflicts that teachers in disadvantaged schools may experience when they engage in research activity.  Her research focus is influenced by her own experiences of working as a research-active teacher in disadvantaged schools, and recent work in teacher education to support experienced and beginning teachers in developing their own research activities.

One of the aims of Amanda’s research is to construct a framework to support teachers in pursuing research activity and critical scholarship work which articulates with wider social movements to address issues of poverty and disadvantage in schools.

Title of Thesis

Teachers’ perspectives on tensions between policy, practice and research in disadvantaged schools

Publications 

Beckett, L. and Nuttall, A. (2017) A ‘usable past’ of teacher education in England: history in JET’s anniversary issue. Journal of Education for Teaching: International research and pedagogy, 43 (5), pp.616-627.

Nuttall, A. (2016) The ‘curriculum challenge’: Moving towards the ‘Storyline’ approach in a case study urban primary school.  Improving Schools, 19 (2), pp. 154-166.

Nuttall, A. (2016) Learning {Re}imagined: A review.  Primary First, 15, pp. 17-18.

Nuttall, A. and Doherty, J. (2014) Disaffected boys and the achievement gap: the ‘wallpaper effect’ and what is hidden by a focus on school results.  The Urban Review, 46 (5), pp.800-815.

Conference Papers and Presentations

Beckett, L. and Nuttall, A. (2018) “No child is pre-ordained to fail” Teachers questioning policy assumptions.  Paper presented at the Annual Conference of the British Educational Research Association, Newcastle, 11-13 September.

Nuttall, A. and Tobbell, C. (2017) Trainee teachers’ perspectives on practitioner enquiry.  Paper presented at the 8th TEAN Conference: Thinking Deeply about Education, Birmingham, 11-12 May.

Nuttall, A. (2017) Assessment at primary level: quality, comparability and improving secondary readiness.  A perspective from ITE.  Speech at the Westminster Education Forum Keynote Seminar: Next steps for reforming primary education: effective teaching practices, assessment and accountably, London, 18 January.

Nuttall, A. (2016) Deficit narratives and lived realities: whose poverty is it?  Paper presented at the Annual Conference of the Australian Association for Research in Education, Melbourne, 27 November – 1 December.

Nuttall, A. (2016) Disenfranchised boys’ reflections on their urban schooling experience: “What a Waste!”.  Paper presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Philpott, C., Beckett, L. and Wrigley, T. (2016) Collaborative practitioner inquiry: making a difference to urban schools.  Innovation session (school visits and symposium) presented at the Annual Conference of the British Educational Research Association, Leeds, 13-16 September.

Nuttall, A., Finn, B. and Beckett, L. (2015) Teachers’ constructions of poverty effects: Their research evidence.  Paper presented at the Annual Conference of the British Educational Research Association, Belfast, 15-17 September.

Nuttall, A. (2014) Teachers’ voice on disengaged boys: the role of one teacher-researcher in an English primary school. Paper presented at the Joint Australian Association for Research in Education and the New Zealand Association for Research in Education Conference, Brisbane, 30 November – 4 December.

Abigail’s research explores the role of education in personal development and how this can be supported by policy, pedagogy, curricula and professional development. In particular she focuses on citizenship education, history education as well as relationships and sex education as vehicles for awareness and dialogue about difficult social issues. She takes a comprehensive approach by seeking to understand learners’ experiences, the dynamics of the learning environment and the processes of curriculum development. She also explores the relationship between research and curricula as part of a broader interest in meaningful research dissemination and publication practices.

Abigail has taught social sciences and humanities to secondary students, undergraduates and postgraduates and has also facilitated training sessions for in-service teachers. She previously led a gender-based violence prevention initiative in schools.

She holds postgraduate degrees in Post-Conflict and Transitional Justice (University of Cape Town), in Education, Globalisation and International Development (University of Cambridge) and in African Studies (University of Oxford). She is a Rhodes Scholar, Mandela-Magdalene Scholar and Mandela-Rhodes Scholar.

 

Publications

TITLE OF THESIS

GCSE History, Policy Reform and Student Development: How students and teachers navigate the thematic study “Empires, Migration and the People”

CONFERENCE PAPERS

‘Teaching Migration, Belonging, and Empire in Secondary Schools: evaluation of a teacher professional development program’, (2019) History Educators International Research Network Conference, Lead author: Dr Jason Todd, University of Vienna, Austria.

‘The Problems and Prospects of Teaching South Africa’s Recent History: Teachers’ Perspectives’, (2018) Sustainability, peace and education – Exploring promise and practice: BAICE 20th Anniversary Symposium, University of Bristol, England.

‘New Generations, Old Wounds: Learning History at Home and School in Northern Ireland’, (2018) European Social Science and History Conference,
Queens University Belfast, Northern Ireland.

‘The Methodological Challenges of Investigating the Role of History Teaching in Peacebuilding’, (2017), Present Past: Time, Memory, and the Negotiation of Historical Justice Conference, Columbia University, United States of America.

‘Teaching South Africa’s Truth and Reconciliation Commission’, (2017) European Conference on African Studies, Universität Basel, Switzerland.

PUBLICATIONS

Abigail Branford, ‘”I’m not Catholic and I’m not Protestant”: Identity, individualisation and challenges for history education in Northern Ireland’, History Education Research Journal, 18 (2), 2021.

Babatunde Williams, Ba Linh Le, Abigail Branford, Lena Wagner, ‘Domestic Abuse In The Pandemic & Building Supportive Workplaces’, Report for Frontline100, 2021.

David Mills, Abigail Branford, Kelsey Inouye, Natasha Robinson & Patricia Kingori, “Fake” Journals and the Fragility of Authenticity: Citation Indexes, “Predatory” Publishing, and the African Research Ecosystem’, Journal of African Cultural Studies, 33 (3), 2021.

Abigail Branford, ‘Transitions, Truth-Telling and Teaching History’, Cambridge Open-Review Educational Research e-Journal, Vol. 4, 2017.

Anne joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. She was Director of the Department for three years (January 2010 to December 2012) and when not in that post, she was its Director of Research. She became Professor Emerita in October 2014.

Anne is a Fellow of the Academy of Social Sciences, and of the Learned Society of Wales and is a former President of the British Educational Research Association. She is a Fellow of St Hilda’s College and was a Visiting Professor at the University of Oslo from 2007 to 2016 and has been awarded Doctorates honoris causa by the Universities of Helsinki and Oslo and in 2022 she received a lifetime’s achievement award from the American Educational Research Association’s Cultural-Historical SIG.

She was a member of the ESRC’s Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 UK Research Assessment Exercise. She is co-founder of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research), is a founding editor of Learning Culture and Social Interaction. She is a member of the UK Cabinet Office’s Research Evidence Impact Panel (REIP), sits on several research advisory boards internationally, undertakes research evaluations for research councils worldwide and continues to be involved in institutional reviews.

Research

Anne’s research draws on cultural-historical approaches to learning. She focuses on professional learning and, in particular, the relational turn in expertise with the concepts of relational expertise, common knowledge and relational agency. These ideas are discussed in her 2010 book with Springer. In her later edited book Working relationally in and across practices (Cambridge University Press, 2017) researchers, who work with her ideas, have tested and refined these concepts in a range of different settings. Her research on practice, relational expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement with research and its implications for the design of educational research. User engagement was discussed in her 2011 book with Mark Rickinson and Judy Sebba, in an exploration of knowledge exchange in the social sciences based in Oxford, and in study of school-university research relationships through the work of school-based research champions.

Her current research, informed by cultural-historical theory, is based at the University of Oslo. The research team has recently completed a Norwegian Research Council study of how elementary school teachers work successfully with shy and withdrawn children. The team has been awarded a further four years’ funding to examine shy children’s experiences of transitions between lessons in high school. She is currently co-authoring a book with Mariane Hedegaard for Cambridge University Press, where the two authors revisit their own research studies to make a case for a relational pedagogy, based in Vygotskian approaches to emotion, development and learning. She is also co-editing, with Helen Bound and Karen Evans and Arthur Chia, a collection for Taylor and Francis on current approaches to workplace learning. Her contribution, with Dorothy Sutherland Olsen, draws on a study of the transitions that arise through the introduction of new technologies into existing workplaces.

Publications since 2009

Books

  • Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. & Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing. London: Routledge.
  • Daniels, H., Edwards, A., Engeström, Y. & Ludvigsen, S. (Eds.) (2009) Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge.
  • Ellis, V., Edwards, A. & Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge.
  • Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise. Dordrecht: Springer.
  • Rickinson, M., Sebba, J. & Edwards, A. (2011) Improving User-engagement in Educational Research. London: Routledge.
  • Hedegaard, M., Edwards, A. & Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People.Cambridge: Cambridge University Press.
  • Wells, G. & Edwards, A. (Eds.) (2013) Pedagogy in Higher Education. Cambridge: Cambridge University Press.
  • Edwards, A. (Ed.) (2017) Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Hedegaard, M.& Edwards, A. (Eds.) (2019) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury.
  • Edwards, A., Fleer, M. & Bøttcher, L. (Eds.) (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer.
  • Bound, H., Edwards, A. & Evans, K. (Eds.) (forthcoming) Workplace Learning for Changing Circumstances. London: Taylor and Francis.
  • Hedegaard, M. & Edwards, A. (forthcoming) Taking Children Seriously: a relational approach to Education. Cambridge: Cambridge University Press.

Chapters in Books

  • Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter & H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.
  • Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels & K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.
  • Edwards, A. & Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström & S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.
  • Edwards, A. (2010) How can CHAT help us to understand and develop teacher education?, in V. Ellis, A. Edwards & P. Smagorinsky (Eds.) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.
  • Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations, in S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.
  • Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.
  • Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children, in M. Hedegaard, A. Edwards & M. Fleer (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.
  • Edwards, A. & Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development. London: Routledge.
  • Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell & T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge
  • Daniels, H. & Edwards, A. (2012) Integrating Children’s Services, in G. Head (Ed.) Professionals, Children and the Community: working together, London: Pearson.
  • Edwards, A. & Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino & V. Ellis (Eds.) Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.
  • Childs, A., Edwards, A. & McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships?, in O. McNamara et al. (Eds.) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.
  • Lundsteen, N. & Edwards, A. (2013) Internship: navigating the practices of an investment bank, in G. Wells &   Edwards (Eds.) Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.
  • Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds.) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.
  • Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed.) Task Design,Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.
  • Edwards, A. (2016) A Cultural-historical Approach to Practice: working within and across practices, in J. Lynch et al. (Eds.) Practice Theory: Diffractive readings in professional practice and education. London: Routledge.127-140.
  • Edwards, A. (2017) Cultural-historical Approaches to Teaching and Learning in Higher Education: teaching to support student agency, in B. Leibowitz, V. Bozalek & P. Kahn (Eds.) Theorising Learning to Teach in Higher Education. London: Taylor and Francis. pp.124-138.
  • Edwards, A. (2017) Introductory chapter, final chapter and a joint chapter on knowledge exchange in the social sciences with E. Stamou, in A. Edwards (Ed.), Working Relationally In and Across Practices: cultural-historical approaches to collaboration. New York: Cambridge.
  • Edwards, A. (2017) Cultural Historical Theory and Pedagogy: the influence of Vygotsky on the field, in R. MacLean (Ed.) Handbook on Life in Schools and Classrooms: Past, present and future visions. Dordrecht, Springer. pp. 153-166.
  • Edwards, A. (2017) Relational Expertise: a cultural-historical approach to teacher education, in Peters, B. Cowie & I Menter (Eds.) A Companion to Research in Teacher Education. Dordrecht: Springer. pp. 555-567.
  • Edwards, A. & Montecinos, C. (2017) Working Relationally on Complex Problems: building the capacity for joint agency in new forms of work, in M. Goller & S. Paloniemi (Eds.) Agency at Work. Dordrecht: Springer. pp. 229-247.
  • Edwards, A. (2017) The Dialectic of Person and Practice: how cultural-historical accounts of agency can inform teacher education, in J. Clandinin & J. Husu (Eds.) The Sage Handbook on Research on Teacher Education, Thousand Oaks, CA: Sage. pp.269-285.
  • Edwards, A. & Hedegaard, M. (2019) Rethinking Professional Support for Challenging Transitions: enabling the agency of children, young people and their families, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 1-18.
  • Edwards, A. & Evangelou, M. (2019) Easing Transitions into School for Children from Socially Excluded ‘Hard to Reach’ Families: from risk and resilience to agency and demand, in M.Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp. 115-130.
  • Edwards, A. & Fay, Y. (2019) Supporting the Transitions to Work of Autistic Young People: building and using common knowledge, in M. Hedegaard & A. Edwards (Eds.) Supporting Difficult Transitions: children, young people and their carers. London: Bloomsbury. pp 262-278.
  • Edwards, A., Fleer, M. & Bøttcher, L. (2019) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp. 1-20.
  • Edwards, A., Chan, J. & Tan, D. (2019) Motive Orientation and the Exercise of Agency: responding to recurrent demands in practices, in A. Edwards et al. (Eds.) Cultural-historical Approaches to Studying Learning and Development: social, institutional and personal perspectives. Singapore: Springer. pp.201-214.
  • Edwards, A. (in press) Learning for a High Skills Economy: what a cultural-historical approach can offer, in H. Bound, A. Chia, J. Tan & R. Lim Wei Ying (Eds.) Flipping the Lens from Teaching to Learning. Dordrecht: Springer.
  • Edwards, A. & Sutherland Olsen, D. (forthcoming) Cultural-historical Understandings of Transitions in Changing Workplaces, in H. Bound, A. Edwards, K. Evans, A. Chia (Eds.) Workplace Learning for Changing Circumstances. London: Taylor & Francis.
  • Edwards, A. (forthcoming) A Relational View of a Future-oriented Pedagogy: sustaining the agency of learners and teachers, in N. Hopwood & A. Sannino (Eds.) Agency and Transformation: Motives, mediation and motion. New York: Cambridge University Press.

Refereed Articles

  • Edwards, A. (2009) Understanding Boundaries in Inter-professional Work, The Scottish Educational Review, 41, 1, 5-21.
  • Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.
  • Shaw, I., Morris, K &. Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.
  • Edwards, A., Lunt, I. & Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1, 27-45.
  • Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50, 1, 33-39.
  • Edwards, A & Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25, 1, 33-39.
  • Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1, 1, 22-32.
  • Edwards, A. (2015) A Tool for Public Services Research and Development, International Journal of Public Management. 11,1, 21-33.
  • Edwards, A. (2015) Discussant’s Comments: Recognising and Realising Teachers’ Professional Agency, Teachers and Teaching: theory and practice. 21, 6, 779-784.
  • Fancourt, N., Edwards, A. & Menter, I. (2015) Reimagining a School – University Partnership: the development of the Oxford Education Deanery narrative, Education Inquiry, 6, 3, 353-373. http://dx.doi.org/10.3402/edui.v6.27724
  • Hopwood, N., Day, C. & Edwards, A. (2016) Partnership Practice as Collaborative Knowledge Work: overcoming common dilemmas through an augmented view of professional expertise, Journal of Children’s Services. 11, 2, 111-123.
  • Engeness, I. & Edwards, A. (2016) The Complexity of Learning: Exploring the Interplay of Different Mediational Means in Group Learning with Digital Tools, Scandinavian Journal of Educational Research. 61, 1, 650-667. http://dx.doi.org/10.1080/00313831.2016.1173093
  • Hopwood, N. & Edwards, A. (2017) How common knowledge is constructed and why it matters in collaboration between professionals and clients, International Journal of Educational Research, 83, 107–119.
  • Edwards, A. (2020) Agency, Common Knowledge and Motive Orientation: working with insights from Hedegaard in research on provision for vulnerable children and young people, Learning Culture and Social Interaction. 26, 100224. https://doi.org/10.1016/j.lcsi.2018.04.004
  • Mjelve, L.H., Nyborg, G., Edwards, A.& Crozier, R. (2019) Teachers’ Understandings of Shyness: psychosocial differentiation for student inclusion, British Educational Research Journal. 45(6), 1295- doi:10.1002/berj.3563
  • Nyborg, G., Mjelve, H., Edwards, A. & Crozier, R. (2020 ) Teachers’ Strategies for Enhancing Shy Children’s Engagement in Oral Activities: necessary but insufficient? International Journal of Inclusive Education. 1-16. doi:10.1080/13603116.2020.1711538
  • Solberg, S., Edwards, A. & Nyborg, G. (2020) Leading for School Inclusion: how school leadership teams support shy students, Scandinavian Journal of Educational Research. 1-14. doi:10.1080/00313831.2020.1788156
  • Solberg, S., Edward, A., Mjelve, L.H., & Nyborg, G. (in press). Working relationally with networks of support within schools: Supporting teachers in their work with shy students. Journal of Education for Children Placed at Risk (JESPAR), 1-23. doi.org/10.1080/10824669.2020.1854760
  • Solberg, S., Edwards, A., & Nyborg, G. (2020). Leading for school inclusion and prevention? How school leadership teams support shy students and their teachers. Scandinavian Journal of Educational Research, 1-14. doi.org/10.1080/00313831.2020.1788156
  • Burn, K. Conway, R., Edwards, A. & Harries, E. (2021) The Role of School-based Research Champions in a School-University Partnership. British Educational Research Journal, 47(3). 616-633. doi.org/10.1002/berj.3675
  • Rickinson, M. & Edwards, A. (2021) The Relational Features of Evidence Use, Cambridge Journal of Education, 51(4), 509-526.  doi.org/10.1080/0305764X.2020.1865877
  • Nyborg, G., Mjelve, L.H., Edwards, A., Crozier, R. & Coplan, R. (2022) Working relationally with shy students: pedagogical insights from teachers and students. Learning, Culture and Social Interaction. authors.elsevier.com/sd/article/S2210-6561(22)00011-3

Reports

  • Edwards, A. & Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council
  • Hannan, S., Canwell, A. Longfils, H. & Edwards, A. (2011) The Resourceful Leader, Nottingham: National College
  • Daniels, H. & Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity. Nottingham: National College.
  • Edwards, A. & Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools. NESET for the European Commission.
  • Alexander, P., Edwards, A., Fancourt, N. & Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University: CitiFoundation.
  • Edwards, A. (2015) Inter-professional Working in and around Schools, in C. McLaughlin (Ed.) The Connected School: a design for wellbeing. London: Pearson / NCB.

Alice Tawell is