Department of Education

Viewing archives for Sociocultural and Activity Theory

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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.

Research Assistant Publications

Review of the evidence on feedback in primary and secondary schools, (forthcoming, 2021) for the Education Endowment Foundation, Lead author: Prof Velda Elliott.

Teaching Migration, Belonging, and Empire in Secondary Schools, (2019), for Runnymede Trust and the European Research Council, Lead authors: Kimberly McIntosh, Dr Jason Todd and Prof Nandini Das.

Gender and the Politics of Reconciliation (2016), for The Institute for Justice and Reconciliation, Lead author: Dr Helen Scanlon

SOLE AUTHOR PUBLICATIONS

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

Tessa is currently completing a part-time DPhil, alongside work as a senior leader in a London secondary school.

Her research explores how teachers on school-based ITE routes (TeachFirst and School Direct salaried) approach learning from experience. The research takes an action research approach: working with participant beginning teachers and mentors to critically examine and reflect on the processes of learning to teach, using their conversations as stimulus data.

Prior to joining the Department of Education Tessa completed an MSc in Educational Research (University of Bristol).

Alice Tawell is an ESRC funded DPhil 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).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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 students’ personal development and how this can be supported by policy, curricula, initial teacher education and teacher professional development. In particular she focuses on history education, citizenship education and peace education as vehicles for dialogue. These opportunities for students to engage with social questions are vital for building cohesive societies. This flows from the recognition that traditional forums for developing public understanding, such as post-conflict truth commissions, need to be complemented by intergenerational and educational perspectives.

Abigail has taught History, Politics, Debating as well as Relationships and Sex Education to secondary school students in South Africa, England and the USA.

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.

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