Department of Education

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Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in fragmented European societies at the Equality and Inclusion Conference, Utrecht, The Netherlands, 29 November 2019.

Biographical Approach to Studies of Parenting Culture: Mothers’ Experiences Relating to Children’s Upbringing” at joint session of the ESA RN04 Sociology of childhood and RN13 Sociology of family and intimate life “JS_RN04_RN13_04: Doing research with children and parents” ,  14th ESA Conference, Manchester, 21 August 2019

2018

The mothers’ story of inequality and otherness in contemporary Europe: bringing up children in low income, immigrant and ethnic minority families” moderator of panel discussion and presenter at the ESA RN03 Mid-term conference, University of Łodz, 18 September 2018

2017

Biographical methods and complex realities of modern societies, ESA RN03, 13th Conference of the European Sociological Association” (Un)Making Europe: Capitalism, Solidarities, Subjectivities, Athens, Greece, 29 August-1 September, 2017.

2016

Biographies On-line: Interaction Between Biographical and Imaginary in Video Essays, joint session of the RC38 “Biography and Society” and WG03: Visual Biographies in Media Communication at the Third ISA Forum in Vienna, Austria, 10-14 July 2016 “The Futures We Want: Global Sociology and the Struggles for a Better World.”

2015

Video-recorded Essays: Interaction between the Imaginary and the Biographical, ESA RN03 S04 session ‘Online/Virtual Biographies’, 12th Conference of the European Sociological  Association, Prague, and 25-28 August 2015.

2014

Cultural Identities, Memories and Music: Connectedness and Insularity, co-presenter at the Scholarships of culture panel (with Prof. Barrie Axford) at the Transatlantic Dialogue: Connecting through culture- A Vision for global citizenship, University of Luxembourg, Luxembourg 4-6 June 2014

Cultural Diversity and Insecurity, panel: Identity, Mobility and Human Security at the international conference: Human Security @20: Past Experiences and Future Prospects, Oxford Brookes University, Oxford, 26 June 2014

Ethnic Minority Cultures, National and European Identities, ESA RN07 “Sociology of Culture” session at the 3rd International conference “Power, Culture and Economy”, Tampere, Finland, 25-27 August 2014

2012

Revelations of Identities: How Much is too Much? ESA RN03 Biographical perspectives on European societies, mid-term conference: “The Intersection of emotion and ethics when doing research about the “Other”, University of Łodz, 14-15 September, 2012

Cultural Identities and Music: a special component of the ENRI-EAST project

(in association with Dr Chika Robertson),  ENRI-EAST Open Conference at the European Economic and Social Committee,  Brussels, 23 September 2012

2011

ENRI-BIO: Interplay of biographies of places and people

Special session: Approaches to “Bottom up” Research in a policy environment.

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011. Co-organiser of the Special session with Prof. R. Miller (Queen’s University, Belfast, Northern Ireland, UK)

Faith and religion in the formation of identities of the ethnic minorities in Eastern European countries,

ESA 10th Conference: “Social Relations in Turbulent Times”, Geneva, 10 September 2011

2010

‘Reconstruction of families’ cultural identities through musical memories’, International Congress of the ISA, RC 38 ‘Biographical Research’, Gothenburg, Sweden, August 2010

 

Other

Journal Special Issues:

Guest co-editor with Prof. Edward Melhuish of the Special Issue: Comparative Perspectives on Educational Inequalities in Europe of the Contemporary Social Science, Journal of the Academy of Social Sciences (2021)  Volume 16, Issue 4 (2021), 417-522.​

https://www.tandfonline.com/toc/rsoc21/16/4?nav=tocList

Book reviews:

Nurse, L. (2017) Collective Memories in War, European Journal of Cultural and Political Sociology, 4:3, 370-373, DOI: 10.1080/23254823.2017.1331962

H.-P. Blossfeld (ed) The New Role of Women: Family Formation in Modern Societies. Oxford: Westview Press, 1995 In: Intercultural reconstruction. European Yearbook on Youth policy and Research, Vol.2/1999, pp. 345-349.

 

Jenni Ingram is Associate Professor of Mathematics Education at the Department of Education and Fellow of Linacre College.

She is also a Fellow of the Institute of Mathematics and its Applications and the Royal Statistical Society. She is currently a member of the Mathematics Expert Group for PISA 2021 and the UK observation expert for the TALIS 2018 Video study.

Her research focuses on mathematics education with a particular interest in classroom interaction, language, formative assessment, pedagogy and international comparative studies. Her current projects primarily focus on classroom practices particularly the TALIS 2018 Video study and the Talk in Mathematics project. She is also interested in issues of social justice and two of her current project address this area, the Connectedness project examine secondary school students’ feelings of belonging in school, and the Mindsets and Diversity project explore reasons behind the progress made by undergraduates during their highly mathematical degrees.

Jenni is currently Book Reviews Editor for the international journal Research in Mathematics Education and is also on the editorial board of this journal. She is co-editor of a special issue on interventions and classroom practices for fostering language learners’ mathematics learning to be published in ZDM – Mathematics Education.

She chairs the 12th Congress of the European Society for Research in Mathematics Education Topic Working Group on Language and Mathematics and co-chairs the topic study groups or working groups on language in mathematics for the International Congress on Mathematics Education (to be held in Shanghai 2020). She is chair of the International Programme Committee and organising committee of the Fifth ERME Topic Group Conference on Classroom-based research on mathematics and language (to be held in Montpellier in 2020).

She was awarded the Cambridge Journal of Education 2016 Best Paper prize.

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

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

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

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

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

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

Liam is a Departmental Lecturer in Science Education. He teaches on the PGCE Science programme, the MSc in Learning and Teaching, MSc in Medical Education, and leads the Advanced Qualitative Research course for doctoral students across the Social Sciences Division.

He is also a current Co-Chair of the Oxford Research Society, the Research Representative on the University Personnel Committee, and a member of the Research Staff Consultation Group.

His research interests generally centre around (1) teachers’ engagement with and in research, and (2) epistemic beliefs, cognition, and practices within and across disciplines.

Liam is currently leading the FoSTER Project, which seeks to understand the range of ways that school’s support teachers to engage with and in research across the UK and Ireland. He is currently engaged in the H2020-funded ‘FEDORA’ project, focusing on future-orientated science education. Prior to his appointment as a Departmental Lecturer, he was a postdoctoral researcher for three years on the Oxford Argumentation in Religion and Science (OARS) project, funded by the Templeton World Charity Foundation.

He has also worked as a researcher on a range of other projects such as an FP7-funded in-service teacher education project on Inquiry Based Science Education (Chain Reaction), a Science Foundation Ireland (SFI) funded project focused on developing the teaching of argumentation on socio-scientific issues in second-level classrooms (STeP into Science), an evaluation of SFI’s national Celebrate Science Week, and a National Forum for Teaching and Learning commissioned exploration of non-accredited CPD for those who teach in Higher Education.

Liam serves as a member of the Teaching Council’s Research Engagement Group (REG) in Ireland, which works to promote teachers’ engagement with and in research. He has also been appointed as the Education Specialist on the Pre-Hospital Emergency Care Council’s Education and Training Standards Committee.  He is also a member of the Research Committee of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research, and he is an active member of the European Science Education Research Association. Liam reviews for a range of academic journals in science education and teacher education including the International Journal of Science Education, Science and Education, Teaching and Teacher Education, Research in Science & Technological Education, and Psychology Learning and Teaching.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’,  and the way the term occludes the reputational inequalities of global  knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Alis Oancea is Professor of Philosophy of Education and Research Policy.

She specialises in studies of research practice, policy and governance and in philosophy of research – including research ecosystems, research assessment, impact and knowledge exchange, research funding, research quality, evaluation, open knowledge practices, research ethics, capacity, publication practices, research careers and the cultural value of research in the arts and the humanities.

This strand of work is complemented with a strong interest in teacher education research, innovation in teacher education policy and practice, knowledge and values in the teaching profession, and the role of research in teacher education.

Alis has two PhDs, one in policy and governance for research (from the University of Oxford), and one in epistemology and research; as well as an honorary doctorate (Doctor Honoris Causa Socialium Scientiarium) from the University of the West, Timisoara. Leadership roles have included Director of Research and REF 2021 coordinator in the department (2016-20 and Deputy Director for Research before that) and Senior Academic Advisor on Impact, University of Oxford.

She was also Executive Council member and trustee of the British Educational Research Association in the early 2010s. She currently leads a three-year ESRC/ CGHE research-on-research project  of international scale, and is joint editor of Oxford Review of Education and Chief Editorial Advisor, Routledge Open Research (Education).

Recent professional activity includes:
  • Director of Research, Department of Education, University of Oxford
  • REF 2021 Coordinator, Department of Education, University of Oxford
  • Doctor Honoris Causa of the University of the West, Timisoara
  • Senior Academic Advisor on Research Impact for REF2014, University of Oxford
  • Joint Editor, Oxford Review of Education
  • Chief Editorial Advisor, Routledge Open Research (Education)
  • Research Coordinator, Kellogg College, Oxford
  • Fellow of the Higher Education Academy
  • Member of the EC Expert Group on “Indicator frameworks for fostering open knowledge practices in science and scholarship”
  • Member of the International Advisory Panel for the reform of teacher education in Norway, 2017-20 – see “Transforming Norwegian Teacher Education” report
  • Member of the Peer Review College of the Economic and Social Research Council and of the Arts and Humanities Research Council
  • Vice-chair, Horizon Europe funding calls
  • Chair of grant panels, Norwegian Agency for International Cooperation and Quality Enhancement in Higher Education
  • Grant panel, Academy of Finland
  • Member of the UCET working group on the Intellectual Base of Teacher Education (2019-20)
  • Secretary, Oxford Branch of the Philosophy of Education Society of Great Britain
  • Member of Research Management Committee, ESRC Centre for Global Higher Education
  • Co-convenor of Philosophy, Religion and Education research group, Oxford
  • Lead of the BERA Observatory of Educational Research, 2015; co-lead of the report on ‘The capacity and impact of education research in the UK’ for the Royal Society and British Academy 2018 joint enquiry on educational research; and lead of the evidence review on “The landscape of educational research in the UK (2010-20)”, also for the two Academies.
Selected past engagements
  • Joint Editor, Review of Education (2012-16)
  • Lead Editor of ‘Research Intelligence’ (2010-12)
  • Deputy Director for Research, Department of Education, University of Oxford (2012-16)
  • Pro-Proctor, University of Oxford (2017-18)
  • Research theme coordinator, Policy, Economy and Society (2014-16), Department of Education, University of Oxford
  • Elected Executive Council member and trustee of the British Educational Research Association (2009-12)
  • Council member of the European Educational Research Association (2011-12)
  • Editorial board member: Review of Education; Educational Theory (review board)
  • Member of grant panel, research centres, ESRC
  • Vice-chair, Horizon 2020 calls
  • Member of the Horizons2020 and Periscope Working Groups, EERA
  • Member of BERA’s Academic Publications Committee
  • Organising Committee Member, ECER 2014 (London) (2011-12)
  • Member of the Research and International Forum of UCET and of the UCET/BERA Working Group on the future of educational research (2011-12)
  • Member of the Planning Group of the UK Strategic Forum for Research in Education (2009-10)
  • External Examiner

Iram is currently convener of the Child Development and Learning (CDL) Group and the co-ordinator for the Language, Cognition and Development (LCD) Theme in the department.

Before joining the department on the 1st June 2018 Iram held positions at the University of Warwick, University College London and the University of Wollongong. She is currently an ajunct professor at the University of Stavanger and a visiting professor at the universities of Wollongong and UCL. She has held visiting professorships in other universities in Ireland, England, Wales, Australia, China, New Zealand and Hong Kong.

Iram has an international reputation for her longitudinal research and policy expertise. She has co-directed a number of  influential studies, including the Effective Provision of Pre-school, Primary and Secondary Education (EPPSE, DfE, 1997-2014) study, the transformative Researching Effective Pedagogy in the Early Years (REPEY, DfE, 2002) study, and the associated Effective Leadership in the Early Years Sector (ELEYS) Study. She has also studied Effective Early Educational Experiences in Australia (E4Kids, Australian Research Council and Victoria and Queensland Governments. 2009-2015).

Her current studies include cluster randomised controlled trials of interventions looking at the impact of evidence-based professional development in 90 centres in New South Wales Fostering Effective Early Learning; Researching Effective Environments for Learning in 70 centres in Victoria; and Using Research tools to Promote Language in the Early Years in 120 schools in England.

Iram conducted reviews of the Welsh Foundation Phase (2014) and of the Scottish early years workforce (2015). She led two C4EO reviews of what families and integrated working contribute to child outcomes for under-fives. Amongst her many published works she has authored award-winning books including: Social Class and Educational Inequality the Role of Parents and Schools (2015) and Effective and Caring Leadership in the Early Years (2014). She has over 250 publications including three widely-used rating scales which measure the quality of environments and pedagogy in ECEC and promote child outcomes in the cognitive (ECERS-E 4th Ed. 2010), social-emotional (SSTEW, 2015) and physical (MOVERS, 2017) domains.

Iram’s policy work has included being on the Ministerial Advisory Group for the Welsh Government (2006-2016) advising four consecutive ministers; on the Victorian Government Early Education Advisory Group; the South Australian Education Advisory Board; the Nuffield Council for Bio-ethics and acting as specialist advisor to the House of Commons Select Committee inquiry on Children’s Centres. She has provided advice to UNESCO, UNICEF, World Bank, OECD, Bernard van Leer and Aga Khan Foundations and given one-off support to governments in many other regions including Chile, Federal Government of Australia, New Zealand and Portugal.

She is on a number of editorial boards including the American Educational Research Journal.  Iram was awarded an OBE for her services to ECEC in 2015.

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).

Lyudmila Nurse is a sociologist of education and culture with over 25 years of experience of research into education, culture and identities. Lyudmila is currently Co-Investigator in AHRC funded project Cultural Artefacts and Belonging: A comparative case study of displaced and refugee young people and families in Ukraine.

In 2017-2019 she worked for the H2020 ISOTIS: Inclusive Education and Social Support to Tackle Inequalities in Society project in which she led a qualitative study of mothers with pre-school and primary school children from low-income families in two metropolitan areas of England: Greater London and North West (Merseyside). She also coordinated comparative qualitative study of mothers from low-income families, families with immigrant background and ethnic minority background in ten European countries: Czech Republic, England, France, Germany, Greece, Italy, The Netherlands, Norway, Poland and Portugal.

Lyudmila publishes widely in the fields of international comparative studies of social mobility and education, parenting and well-being of families with children and young people, identities and belonging, cultural diversity, comparative inter-generational studies of cultural identities of ethnic minorities and migrants for which she creatively applied methods of qualitative biographical research. Lyudmila is currently Coordinator/Chair of the Research Network 03 ‘Biographical Perspectives on European Societies’ of the European Sociological Association. Member of the Cultural, Scientific and Medical Advisory Board of Music Mind Spirit Trust, UK

 

Publications

Book chapters:

Nurse, L., Sidiropulu-Janku, K., Obrovska, J., Gajek, K., & J.Mbiatong.  (2022  forthcoming)

The place of religious and non-religious values and beliefs in identities of mothers of young children: Methodological approach and empirical evidence from the European countries. In: Kuusisto, A. (editor): The Routledge International Handbook of the Place of Religion in Early Childhood Education. Routledge

Nurse, L. (2020). Construction of Schooling Time as Part of Mothers’ Identities in: Schilling and O’Neill (eds). Frontiers in Time Research-Einfuhrung in die interdisziplinare Zeitforschung. Springer VS, 287-310. https://link.springer.com/chapter/10.1007/978-3-658-31252-7_13

Nurse, L, & O’Neill, M (two editions: 2018, the second edition -2019). Biographical Research in the UK: profiles and perspectives in: Lutz, H., Schiebel, M. and E. Tuider (editors) Handbuch Biographieforschung. Springer VS.

Nurse, L., (2013). Biographical approach in the Study of Identities of Ethnic Minorities in Eastern Europe  in: Mrozowicki, A. and Turk, J.D. (editors) Realist Biography and European policy: An Innovative Approach to European Policy Studies. Leuven: Leuven University Press, Belgium.

Nurse, L.& E.Sik (2011) Identity and music. Identity of place and cultural identities of generations  in: Axford, B. and Huggins, R. ( editors) Cultures and/of globalisation, Cambridge: Cambridge Scholars Publishing, p. 171-201

Journal articles:

Nurse, L. and Melhuish, E. (2021). Comparative perspectives on educational inequalities in Europe: an overview of the old and emergent inequalities from a bottom-up perspective in: Contemporary Social Science,  Volume 16, 2021 – Issue 4, 417-431.   https://doi.org/10.1080/21582041.2021.1948095 

Nurse, L. (2016). Identities and a sense of belonging: young Lithuanians and Latvians from ethnic minorities. INTER., Vol., No 12, pp 21-33. http://jour.isras.ru/index.php/inter/article/view/4009

Nurse, L., Gibson, A., and Surányi, R. (2016).  Media Consumption and Self-Identification: Hungarian and Slovak case study, in: Identities: Global Studies in Culture and Power, Routledge, Taylor and Francis Group. Volume 23, Number 6, pp. 705-724.

Nurse, L., Sik, E. (2012). Zene és identitás, in: Pro Minoritate, 2012 tél., Budapest, pp. 3-39 (In Hungarian)

Nurse, L (2012). A zene szerepe a magyarországi szlovákok etnikai identitásában in: Pro Minoritate, 2012 tél., Budapest, pp.40-57 (In Hungarian)

Nurse, L. (2011). Music in the identities of Ethnic Slovaks in Hungary. In: Slovak Journal of Political Sciences, Volume 11,No3, pp. 249-266, Trnava: The Institute of Social Sciences, University of SS Cyril and Methodius.

Reports:

Broekhuizen, M., Wolf, K., Francot, R., Moser, T., Pastori, G., Nurse, L., Melhuish, E. & P. Leseman (2019) (Editors).  Resources, experiences, and support needs of families in disadvantaged communities.

INTEGRATIVE REPORT D 2.5 https://www.isotis.org/en/publications/resources-experiences-and-support-needs-of-families-in-  disadvantaged-communities

Nurse, L.&Melhuish, E.(2018). Parent  in-depth interview study. Technical report.  https://www.isotis.org/en/publications/parent-in-depth-interview-study-technical-report

United Nations World Youth Report, 2003.  Consultant.

Breen, P. J., Shionnemann, M-E., L. Nurse,L.,  Azzopardi,A.,  Lagree, J-C.& P. Lauritzen (2003) Youth Policy in Lithuania. Report by an international group of experts appointed by the Council of Europe. Council of Europe Publishing

Helsingius, U., du Bois-Reymond, M., Nurse, L., Chan, V., Machado Pais, J. &  D. Trestieni Ion. (2001) Youth Policy in Romania. Report by an international groups of Experts appointed by the Council of Europe. Council of Europe Publishing.

Conference papers:

2021 In ‘Anticipation Of The Future’ : Biographical Research In Piecing Together Fragmented Lives (with Prof. Maggie O’Neill). ESA 15th Conference 2021 (online) ‘Sociological Knowledges for Alternative Futures’, 31August -3 September, Barcelona

Biographical Evidence of Social and Educational Inequalities: Challenges and Opportunities of comparative qualitative biographical studies. The Sociological Association of Ireland 2021 Annual Conference (online) ‘ATOMISED SOLIDARITIES: TOGETHER / APART’, 7 May 2021

2021  Remaking Biographical Futures: Reflections on Risk, Technology and Ethics in an Era of Social Distancing (with Lisa Moran and Maggie O’Neill). British Sociological Association 70th Anniversary Virtual Conference ‘Remaking the Future’. 15 April 2021.Remaking the Future. 70th Anniversary Virtual Conference 12-15 April 2021. https://britsoc.co.uk/events/key-bsa-events/bsa-annual-conference-2021-remaking-the-futur

Biographical Research in the Period of Lockdowns: Fragmentation, Vulnerability and Distancing (with Dr Lisa Moran) at IV International Sociological Association Forum of Sociology (online).   RC38: Doing Biographical Research Under Conditions of Pandemics: Methodological Challenges and Methodical Innovations, 26 February 2021

2020

Hearing and feeling the music within your steps and around: musical walks and biographical experience of the lockdown. (With Dr Chika Robertson, Music Mind Spirit Trust, UK) at the ESA RN03 and SAI BNLR group mid-term interactive online event:  “Biographical work in a time of social distancing: interview(s), analysis, interpretation”,  25-26 September 2020

 2019

Mothers’ identities – overcoming life challenges for the sake of their children at the symposium: Identities and discrimination: overcoming stigmatization of being disadvantaged in f