Abbey is a Probationary Research Student in the Department of Education, in collaboration with the Department of Engineering.
Before joining the DPhil program, Abbey obtained a B.A. in Applied Linguistics with minors in Russian and Chinese from the University of Wisconsin-Milwaukee and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. She was the recipient of a Benjamin A. Gilman International Scholarship through U.S. Department of State for study in Russia and was awarded two Foreign Language and Area Studies (FLAS) Fellowships for study in both Russia and China. She holds both TESOL and TEFL certificates and has taught English as a Second Language in various contexts to a wide variety of learner populations.
Abbey’s main research interests lie in the use of technology to facilitate language learning. Her DPhil research focuses on the development of a virtual reality program to bridge the gaps that students face when learning languages through distance learning.
Minto Felix is a doctoral student investigating research culture in Indian higher education and a recipient of the department’s Judge Scholarship. He is supervised by Professor Simon Marginson and Professor Alis Oancea.
Minto is a graduate of the department’s MSc Higher Education Course, where he graduated with Distinction. He is interested in the research impact and quality of Indian universities, and the contribution of locally and regionally led research to India’s economic and social development.
Outside of Oxford, Minto is a consultant with the Nous Group, providing strategy and public policy advice to UK higher education institutions and other sectors. He has worked across Australia and the UK in strategy and advisory roles in health and higher education, and writes frequently on these issues for mainstream media outlets in both these countries. Minto also holds a Masters in Health Administration and Bachelor of Psychological Sciences from Monash University, Australia where he was a recipient of the Vice-Chancellor’s “Ancora Imparo” student leadership award and the Vice-Chancellor’s Award for Diversity and Inclusion.
As a mathematics teacher who believes that anyone can understand mathematics, Ashley is keenly interested in developing interventions and resources for learners who struggle with the subject. More specifically, she is focusing on the transitionary moment in the classroom when discussions have ceased, and practice begins and how this transition can become more fluid for learners.
By drawing on research from education, psychology and cognitive neuroscience, Ashley hopes to gain insights into how the brain and mind process information and how this knowledge can inform teacher practice and, ultimately, help learners understand mathematics.
After having taught for over ten years, Ashley completed her MSc, with Distinction, at the Department of Education, and her dissertation was “Highly Commended” by the British Educational Research Association (BERA). She is committed to making mathematics more accessible for all learners and strives for research that is not only impactful but also directly applicable to the classroom.
Before joining in the DPhil programme in Oxford, Demi completed her BA in Education Studies in UCL Institute of Education and MPhil in Educational Research in University of Cambridge. In her master thesis, she focused on the role of disciplinary differences in students’ attitudes to assessment formats.
Currently, her research interest is in self-regulated learning in the context of higher education using mixed-method approach.
Our department buildings may be closed but our department is still open and accepting applications for the last few places on our range of graduate courses for the forthcoming 2020-2021 academic year. If you’re yet to apply to one of the following courses, it’s not too late. We will be accepting applications until the courses are full, with all our admissions processes fully operating by online means.
Interviews for all courses are now being held virtually instead of in person. For more information about this and other changes to the admissions process related to the coronavirus, please visit the main University website at: www.ox.ac.uk/students/coronavirus-advice/offer-holders-and-applicants.
The following courses are still open and accepting applications:
- DPhil Education (full time and part time)
- MSc Applied Linguistics for Language Acquisition (full time)
- MSc Applied Linguistics for Language Teaching (part time)
- MSc Educational Assessment (part time)
- MSc Education – Child Development and Education (full time)
- MSc Education – Comparative and International Education (full time)
- MSc Education – Higher Education (full time)
- MSc Education – Research Design and Methodology (full time and part time)
- MSc Learning and Teaching (part time)
- MSc Teacher Education (part time)
For more information about these courses, please visit our website at: http://www.education.ox.ac.uk/programmes/. Everything you need to know about making an application is available on the University of Oxford website at: http://www.ox.ac.uk/admissions /graduate/applying-to-oxford/application-guide. If after reading this information you still have questions, please get in touch with us. You will find the contact details on the relevant course pages on our website.
We are also still accepting applications for our ‘outstanding’ Ofsted-rated PGCE in the following subjects:
- PGCE Chemistry
- PGCE Geography
- PGCE Mathematics
- PGCE Modern Foreign Languages (Mandarin, French with German, French with Spanish, Spanish with French)
- PGCE Religious Education
- PGCE Physics
Our PGCE programme runs on a full-time basis and provides training to students for the teaching of a variety of subjects at secondary school level. You can find out how to apply, on the University of Oxford website at: https://www.ox.ac.uk/admissions/graduate/courses/pgce. Generous bursaries are available for these courses (up to £28,000 in some cases). You can find more information about them here: https://getintoteaching.education.gov.uk/funding-my-teacher-training/bursaries-and-scholarships-for-teacher-training. If after reading this information, you require further assistance, please get in touch with us at firstname.lastname@example.org.
We regret that the following courses are now full for 2020-2021. Admissions for the entry in the 2021-2022 academic year will be accepted from September 2020:
Closure of these courses is solely a reflection of the fact that all available places have been filled; we have not made any temporary closures due to the COVID-19 pandemic.
Applications for all our courses for the 2021-2022 academic year can be made from September 2020. Please continue to check our website for more information.
The latest official COVID-19-related advice for applicants and offer holders, as set by the University, can be accessed here.
The department’s 2018-19 annual report is now available to download. The report documents the department’s activities and achievements across the last academic year and offers an opportunity to discover the research and teaching programmes that we facilitated during 2018-19.
- Activities from our 100th anniversary year, including a timeline of department milestones from 1919 to 2019
- Research, impact, engagement and knowledge exchange activities from across our three research themes
- Teaching and learning achievements, from scholarship awards to alumni career destinations
- A recap of our top news and events, including an infographic summarising our year in review
Download the report here.
Natia Sopromadze is a Research Officer working on the project “Education partnerships for development: Sustaining teacher quality in context”.
The study aims to investigate teacher education and early career teaching experiences across selected countries eligible for official development assistance. The research is funded by the John Fell Fund at the University of Oxford and is led by Prof Diane Mayer. Within this project, Natia is responsible for trialling a multi-country survey in collaboration with researchers and policymakers in Bhutan, Malawi, Mexico, Moldova and Timor-Leste.
Natia has international experience in different higher education contexts having worked at Georgian, Kuwaiti and UK universities. She is interested in comparative research methodology, particularly, issues of equivalence across diverse cultures and languages. Her research interests also include narrative, visual, digital and mixed methods at the intersection of disciplines.
Before joining the Department of Education in January 2020, Natia was part of collaborative research projects at the University of Wolverhampton, where she examined effective learning spaces and inclusive science education at tertiary level. Prior to this, Natia was an Early Career Fellow at the Warwick Institute of Advanced Study, where she co-organised an online symposium on “Methodological Innovations in Cultural Research.”
Natia holds a BA in English Philology from Akaki Tsereteli State University (Georgia), an MA in Educational Leadership and Innovation and a PhD in Education from the University of Warwick (UK).
Sopromadze, N., Moorosi, P. (2017) Do we see through their eyes? Testing a bilingual questionnaire in education research using cognitive interviews. International Journal of Research and Method in Education, Vol. 40, No. 5, pp. 524-540. DOI: https://doi.org/10.1080/1743727X.2016.1181163
Sopromadze, N. (2011) Bologna reforms in Georgia: Changes, challenges and pitfalls. International Journal ‘Intellect’, Georgian Foundation for Development of Sciences and Society, Vol. 40, No. 2, pp. 166-169.
Goodall, J., Smith, R., & Sopromadze, N. (2013) An investigation into the training and development needs of Heads of Department in English Universities. British Educational Leadership, Management and Administration Society, pp. 1-12.
Research Blog Posts
Sopromadze, N. (2019) What I meant and the respondent assumed: Improving survey questions with cognitive interviews. BERA Blog, British Educational Research Association.
Sopromadze, N. (2019) ‘Lead with heart, manage with care: Emotional experience of departmental leadership at Georgian and English universities’ at Responsibility of Higher Education Systems: What? Why? How?, The European Higher Education Society (EAIR) 41th Annual Forum, Leiden University, August 25-28, Leiden, the Netherlands.
Sopromadze, N., Karodia, N., Butler, R., Rhodes, J., Prior, R., Stanley, J. (2019) ‘Changing spaces: academic staff’s perceptions of conventional and imagined learning environments’ at 11th International Conference on Education and New Learning Technologies (EduLearn), Palma Convention Centre, July 1-3, Palma de Mallorca, Spain.
Sopromadze, N. (2018) “Vignettes in comparative education research: Interviewer as a storyteller” at Identities and Education: Comparative Perspectives in an Age of Crisis, Comparative Education Society in Europe (CESE) Conference, University of Cyprus, May 29 – June 1, Nicosia, Cyprus.
Sopromadze, N. (2016) “From English to Georgian: Questionnaire translation and adaptation in comparative education research” at International Conference Education, Reflection, Development, Babeș-Bolyai University, July 8-9, Cluj, Romania.
Sopromadze, N. (2015) “Am I We? Perceptions of self and others in leadership discourse” at Warwick International Postgraduate Conference in Applied Linguistics, University of Warwick, June 23-25, Coventry, UK.
Sopromadze, N., Moorosi, P. (2014) “Do we see through their eyes? Testing a web-based survey through cognitive interviews” at British Educational Research Association Conference (BERA), London Institute of Education, September 23-25, London, UK.
Sopromadze, N. (2014) “Emotional leadership in higher education: A cross-cultural study of heads of department in Georgia and England” at Opening up the Ivory Tower, Kaleidoscope Conference, University of Cambridge, May 29-30, Cambridge, UK.
Sopromadze, N. (2013) ‘A cross-cultural comparative study of emotional leadership at Georgian and English universities’ at Challenges and Innovation, Students’ Ongoing Research in Education Studies Graduate Conference (STORIES), Department of Education, University of Oxford, March 12-13, Oxford, UK.
Mark teaches the English Language Teaching module on the MSc course in Applied Linguistics and Second Language Acquisition (ALSLA). It is a 2-term optional module for both experienced and less experienced teachers of English with the opportunity to put theory into practice.
Mark has worked in ELT for over thirty years and has been a teacher, course writer, director of studies, examiner, materials writer and an academic consultant to OUP.
For the University of Oxford, Mark is also a teaching associate of the EMI Research Group. In this capacity he has designed and delivered several EMI courses in the Department of Education at Oxford University as well as in China and Serbia.
Mark also works as a consultant trainer and course writer for the British Council and has designed and delivered EAP and EMI teacher training courses at universities in Brazil, Peru, Chile, Mexico, Morocco, Russia, Belarus, Kazakhstan, Ukraine, Germany, Austria, Czechia and Italy.
Mark is an alumnus of the University of Oxford, Department of Education and was among the first to be awarded the innovative MSc. in Teaching English in University Settings.
The English Medium Instruction (EMI) Symposium is a one-day symposium held every other year at the University of Oxford, Department of Education for students, researchers, and practitioners to convene and discuss the latest trends, experiences and findings in research on the teaching of academic subjects through English. The symposium invites keynote speakers to share their work on EMI, offering a global perspective with experts from different countries presenting on the realities of EMI in their local context.
This year, the symposium is pleased to announce Professor David Lasagabaster (University of the Basque Country), and Yuen Yi Lo, (Associate Professor, The University of Hong Kong) as its keynote speakers. In addition, a number of individual presentations will also be delivered by students, researchers, and practitioners from across the EMI field.
The event is open to the public and registration is required.
About the speakers
David Lasagabaster is Professor of Applied Linguistics at the university of the Basque Country. His research interests revolve around bilingualism and multilingualism, language attitudes and motivation, EFL, CLIL (Content and Language Integrated Learning), EMI (English-medium Instruction), and Internationalisation in Higher Education. He is currently leading a research project on’ Team teaching in English-Medium instruction programmes at university’ in which seven European universities are involved.
Yuen Yi Lo is an Associate Professor in the Division of English Language Education of the Faculty of Education, The University of Hong Kong. She is also the Deputy Director of the Master of Education programme. She received her doctorate at the University of Oxford and has previously worked at the Hong Kong Education University. Her research interests include bilingual education, Medium of Instruction policy, code-switching, cross-curricular collaboration and assessment. Her research has been published in Review of Educational Research, International Journal of Bilingual Education and Bilingualism, Language Teaching Research and Language and Education.
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ABOUT THE DEPARTMENT OF EDUCATION
In 2019, the University of Oxford’s Department of Education celebrates the 100th year since the passing of a statute creating what was known in 1919 as the University Department for the Training of Teachers. To celebrate our centenary a year-long series of activities will be delivered to address some of the department’s top initiatives for 2019, answer some of the big questions facing education today and to reveal the advancements the department has made to the study of and research in the field of education. Join us as we mark our 100th year and discover more about our anniversary here.
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