Renyu completed her BA degree in Psychology at the University of British Columbia (Vancouver, Canada) and her MPhil degree in Education at University of Cambridge.
During her MPhil study, she worked with children aged 4 to 6 years to investigate the relationship between bilingualism, vocabulary size, and inhibitory control, and also to validate a novel app designed to assess early language development. For her Dphil study at Oxford, Renyu aims to explore the factors that might affect L2 pronunciation learning in young children and the interaction between children’s L1 and L2. She is particularly interested in the psychological factors that might influence a child’s L2 pronunciation.
Prior to studying at Oxford, Renyu worked as Research Assistant at the Assessment Research Group at British Council for one year and a half. She was involved in various projects, including gap analysis on reading demand and reading ability, participant feedback questionnaire design and analysis, design and recruitment for a new EAP task study, etc.
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.
Szilvi’s main research interest lies in student religiosity. She completed her BA in Theology in Budapest (summa cum laude). After working in a number of ministry and teaching settings, she completed her PGCE in Religious Education at the Department, followed by an MSc in Research Design and Methodology (distinction).
She has been working as a project manager on a large-scale science-religion project at the University of Oxford before starting her DPhil. Szilvi lives in Oxford with her husband and 3 children.
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.
Benjamin Hart is a DPhil student in the Department of Education conducting research in the field of English Higher Education.
His research focusses on evaluation within a widening participation setting and his interests lie primarily in the field of higher education and the philosophy of education.
Following his B.A., and MSc in Sociology, Benjamin completed his MSc Education (Research Design and Methodology) at the University of Oxford. Prior to his DPhil, Benjamin worked in Evaluation at the University of Oxford
Steve Strand (Professor of Education), interviewed by Eddie Mair, reports socio-economic inequality rather than teacher racism is the strongest driver of the over-representation of some ethnic minority pupils with Special Educational Needs.
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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.